SimTecT 2008 Health - Program

Download the Detailed Program V1.6 as of 15 August 2008.

Conference Program

Pre-Conference Workshops

Pre-Conference Workshop 1: Friday Night at the ER

Pre-Conference Workshop 2: Rural Simulation and Clinical Skills Education

Pre-Conference Workshop 3: Setting up a Multidisciplinary Simulation Centre

Pre-Conference Workshop 4: The Future Vision of Simulation

Pre-Conference Workshop 5: Integration of Simulation into Undergraduate Nursing Curriculum

Pre-Conference Workshop 6: Facilitating Learning with Simulation in Nursing Education

Pre-Conference Workshop 7: Scenario Writing

Pre-Conference Workshop 8: To Explore the Facilitation Skills and Behaviours that Optimise Participants’ Learning when using the ‘Pause and Discuss’ Simulation Technique

Plenary Sessions

Tuesday Plenary Session 2

Wednesday Plenary session 4

Thursday Plenary Session 6

Conference Inclusive Workshops

Tuesday 9 September 2008: Workshop 1: Communication Skills Training – keeping it simple, making it effective

Dr Peter Lee, Queensland Health Skills Development Centre

This workshop has two aims: i) to pool the knowledge of participants in order to find the best ways to train for better communication skills in healthcare; and ii) to report the results of two years of running the ‘Frontline Communication’ course at the Queensland Health Skills Development Centre.

Calls for improved communication skills amongst healthcare workers are nothing new, but recently they seem to have been getting much louder and more pressing. Many different training approaches have been tried in this area, but which ones work, for what groups of staff, and for how long? For those planning such courses, how intensive do they need to be, what sort of numbers can be trained at any one time, and are they solely dependent on the communication skills of one key presenter?

This interactive workshop will try to answer at least some of these questions, by bringing together all those with an interest in this area, and learning from the experience of those who have planned or run different types of communications training programs in a variety of institutions and settings.

In addition, the Facilitator will present some initial data from the short-term evaluation of the ‘Frontline Communication’ courses run at the Skills Development Centre. These low-tech, low-budget courses are achieving highly positive results on the standard evaluation sheets, and in particular, the words used by participants to describe the effects of the short communication scenarios undertaken on the course are astonishingly powerful. This workshop will involve hands-on practice at some of these communication scenarios, as well as replay of some video footage from actual courses, and discussion of how the learning from these scenarios can be reinforced.

Most importantly, discussion will aim to bring out some essential pre-requisites to the success of these courses, including such intangible elements as how to generate in participants a feeling of safety, trust and respect.

Tuesday 9 September 2008: Workshop 2: Designing Clinical Skills and Simulation Courses – Where Do You Start?

Ms Debbie Paltridge, Health Education Innovative Solutions

Have a good idea for a simulation scenario? Not sure how to put it together into a course? This workshop targets providers of simulation and/or clinical skills courses. Topics will include setting objectives, choosing teaching formats to match objectives and resources, familiarising learners with the synthetic environment, timing sessions and other practical issues relevant to small group learning in synthetic environments.

Specific Learning Objectives for this workshop are: By the end of the workshop participants will have

1. Identified and discussed the components of course design
2. Practised developing a course outline for either a two hour clinical skill or simulation workshop
3. Evaluated their course designs with self and peer feedback
4. Discussed issues affecting curriculum sharing.

Tuesday 9 September 2008: Workshop 3: Can Clinical Reasoning be Learnt Faster Using Simulation? A Pain Management Work in Progress

Mr John Barton, John Barton Consulting; Ms Lynette Lee, CERA Concord Hospital; Dr Geoff McDonnell, Adaptive Care Systems

Aims: To frame learning about clinical reasoning within the logic of scientific inquiry and apply these concepts to teaching the biopsychosocial model to the practice of pain management Background There is much work from multiple disciplines on how professionals move from the novice to the professional. Teaching clinical reasoning has a long history with formal decision theory, naturalistic decision-making, behavioural bias adjustment, information processing and image schema and neurosciences contributing to the theory. Methods We reviewed the literature on clinical decision-making and professional judgement and applied this framework to the use of simulation for enhancing the learning-doing-learning cycle. We are now designing a neuropathic pain management case study scenario which teaches the biopsychosocial approach to pain management. This presentation discusses this work in progress and design principles and practical steps involved to develop, test, evaluate and deploy this teaching approach.

Workshop 4: Simulation: Integrating it into your Curriculum, One Approach

Mr Nik Whisson, Scientific Educational Supplies; Ms Amanda Wilford, Visiting lecturer University of the West of England, UK; Clinical Educator (International) METI

In 2005, the UK’s Nursing and Midwifery Council (NMC) reviewed if students are fit for practice at the point of registration (NMC Circular 31/2005). Concerns were raised regarding the variation in competence in such areas as communication, medicine administration and decision-making. In 2006 the NMC undertook their “Simulation and practice learning project for pre-registration nursing programmes” in partnership with thirteen universities to investigate if simulation can be used to enhance the clinical learning experience (NMC Letter 17/03/06). The results of this project were published in November 2007 and up to 300 hours of simulation can now be used to replace practice hours (NMC Circular 36/2007). Although this project was carried out in the United Kingdom (UK) this does have an on nursing care in Australia ; British nurses practice in Australia and Australian Nurses in the UK.

Traditionally mannequin based simulation has been used for high dependency and critical care areas and this may only allow a minority of student nurses gain experience using simulation. A significant number of nurses once qualified practice in general care and/or community settings. This workshop will demonstrate an approach to implementing simulation into the whole curriculum. A simulated clinical experience used in undergraduate nursing focusing on a patient with a chronic condition will be facilitated with participants invited to take on the role as students. The simulation will explore ethical dilemmas, communication and decision-making and will illustrate how simulation can be incorporated into an undergraduate-nursing programme.

Workshop 5: Medical Communication Training Through Educators Role-playing Simulated Patients

Ms Jennifer Young, Centre for International Medical Graduates, Queensland Health; Ms Angela Ham, Centre for International Medical Graduates, Queensland Health; Ms Vickie Owens, Centre for International Medical Graduates, Queensland Health; Ms Megan Hastie, Centre for International Medical Graduates, Queensland Health

Aim :The workshop will outline the educational rationale adopted by the Centre for International Medical Graduates (CIMG) in using simulated patients and will give participants the opportunity to experience the approach that has been successfully developed and implemented by CIMG. Workshop discussions will cover issues related to the implementation of teaching medical communication through simulated patients in other organizations and facilities.

Background CIMG delivers education and training for the Queensland Health International Medical Graduate (IMG) workforce. The majority of these doctors come from non-English speaking backgrounds.

Methods: CIMG programs are delivered state-wide by using medical and educational personnel in real-time consultations. Programs using simulated patients include:

• medical content lectures delivered in consultation style which are video-conferenced statewide
• one-to-one / small group training in hospitals
• medical communication workshops
• trial examinations with individual, peer and consultant feedback

The CIMG team comprises four educators and the skills base within the team includes medical communication, English as a Second Language (ESL) expertise and English language assessment.

Results: Educators role-play simulated patients to enable the IMGs to interact with standardised patients in the Australian context. All communication tasks are realistic workplace tasks set in realistic timeframes.

Conclusions: Immediate feedback and the opportunity to practice “new” language, has been documented by CIMG as impacting directly on improved communication outcomes for IMGs in their workplaces and in their performance in Australian Medical Council examinations.

Workshop 6: Try Before, During and After You Buy: Using Simulation for Testing, Trialling, Teaching and Demonstrating Information Technology for Healthcare

Ms Cathie Steele, Centre for Health Innovation, The Alfred Hospital; Dr Frank Smolenaers, Centre for Health Innovation, The Alfred Hospital

Aim: To enable testing and trialling of information technologies in a safe, simulated environment. Background: Health information technology (HIT) requires large investments and there is increasing need to demonstrate the cost benefits. There is little published evidence of benefits , and there is increasing documentation that HIT systems can introduce additional errors.

Before purchasing, health services need to evaluate the useability and usefulness of the technologies within their own organisational and user contexts. Simulation environments can facilitate this process without risk to patient safety or production systems.

Workshop 7: Designing Simulation-based Instruction for Measurable Performance Outcomes

Dr Pamela Andreatta, University of Michigan; Ms Patricia Mullan, University of Michigan; Mr Steve Kasten, University of Michigan

Aims: The aim of this workshop is to provide participants with a process model for designing simulation-based instruction with measurable outcomes-based performance assessment. The workshop is designed for medical educators of all disciplines and training levels with an interest in designing effective, measurable simulation-based instruction to meet program goals.

Background: Assessment across dimensions of learning, and certification of competency in those areas of medical training, import a criticality to design instruction with associated performance outcomes directly applicable to the clinical context. It is essential to comprehensively determine what the instructional needs of the clinical context are, establish the intent of the instruction, and specifically define what performance outcomes are required for the instructional needs to be met. This is especially true for simulation-based training where the implications for training outside of the applied context may have significant baring on performance in the actual clinical setting.

Methods: Participants will gain a broad understanding of a process model for connecting measurable learning objectives to instructional needs and program goals. Participants will learn how to prepare instructional needs assessments, establish programmatic intent using goal statements, write specific instructional learning objectives including conditions and performance standards, and develop related assessment and evaluation components.

A repetitive 5-cycle format will provide a sequential framework for working through the model. The cycle structure will include a topic overview, participants’ application to their own work, small group discussion, and full group analysis of process. Participants will build a complete example of the process model for their specific discipline.

Basic Colonoscopy Workshop

Facilitators: Dr David Hewett

Workshop 9: Fundamentals of Laparoscopic Surgery for Supervisors

Facilitators: Dr Ian Shaw and Ms Lisa Jukelevics

Workshop 10: Orthopaedics Workshop

Facilitators: Dr Ken Cutbush

Workshop 11: Laparoscopic Suturing and Intracorporeal Knot Tying Workshop

Facilitators: Dr Don Murphy

Workshop 12: Difficult Debriefing Post Simulation: An Interactive Workshop

Dr Neil Cunningham, St Vincent's Hospital, Melbourne; Dr Stuart Dilley, St Vincent's Hospital, Melbourne; Mr Julian Van Dijk, St Vincent's Hospital, Melbourne; Ms Tess Vawser, St Vincent's Hospital, Melbourne; Dr Robert O'Brien, St Vincent's Hospital, Melbourne

Aims: To identify common problems in debriefing and provide a number of strategies that may be employed to assist in managing the difficult debrief. Background: A critical component for learning in high fidelity simulation training is the ‘debrief’ session. Debriefing occurs after the simulation scenario and fulfils two key aims of the education process:

1. Affords the participants the opportunity to reflect on their performance, receiving both facilitator and peer feedback
2. Identify behaviours and actions that have occurred during the scenario, reinforcing effective behaviours and addressing changes in performance required to deal with a subsequent encounter of a similar clinical scenario.

Debriefing a simulation scenario requires a specific set of skills for the simulation instructor. The unpredictable nature and reaction seeking process of both the scenario and debriefing can result in a number of varying reactions from participants.

This workshop discusses behaviours that can occur which make debriefing more difficult or challenging for the facilitators. In addition, potential strategies are explored to assist educators to address these situations.

Methods Participants will review the basic set up of a debrief, observing a high fidelity scenario and modelled debrief. Participants will then have the opportunity to participate in a difficult debriefing session working in facilitated small groups.

Workshop 13: Partnering Team Training and Simulation

Ms Vinette Langford, Dynamics Research Corporation

Aims: This presentation will discuss partnering one of the leading U.S. team training programs and simulation practice to effectively implement team coordination behaviors in three U.S. hospitals. Background: Changing behavior in the healthcare environment has proven to be difficult. Competing priorities, increasing technical complexities, and the need to maintain a high level of patient safety prohibit the practice of skills and behaviors in real-time. Simulation is a viable methodology for training teamwork and communication skills and behaviors.

Methods Using an established model of train-the-trainer, Change Teams, consisting of physicians and nurses from each unit, were trained as MedTeams instructors. Working with the simulation center, they developed simulation scenarios appropriate for their population; coordinated training schedules for staff to attend a 4-hour class and 4-hour simulation session in close proximity as multidisciplinary teams; and provided the training/simulation program to their staffs.

Workshop 14: Moulage – The Art of Injury Simulation

Julie-ann Barker

Summary of Workshop

Moulage is currently used to simulate injuries for the Pre-Hospital Trauma Life Support courses as well as ‘in-house’ courses delivered at the Queensland Health Skills Development Centre. Through the increased awareness and participation in simulation based training the need for moulage skills and techniques has also increased.

The aim of this workshop is to provide participants an opportunity to explore and create visual clues which would enable diagnosis in a simulated environment through the process of abstraction. The workshop content will be informative and relevant to simulation based training. Some specialised moulage will be shared with participants. This will be a great opportunity for workshop participants to discuss techniques, applications and new ways of using materials.

Topics Covered

• Introduction to moulage materials and tools
• Basic colour theory
• Create minor wounds, scratches, abrasions, minor lacerations and burns
• Observe development of major limb fracture
• Free time to develop simulated injuries to meet specific needs of individual participants

Participants will also be given handouts containing recipes and tips on simulation mixtures and fluids

Target Audience

Target audience would include all who use simulated injury for the successful running of simulation scenarios: PHTLS instructors, Ambulance and medical evacuation teams, Crisis Resource management course instructors and participants.

Bio of Facilitator

Julie-ann Barker is a graduate from the Sydney College of Visual Arts, with a Bachelor of Visual Arts. She has facilitated a number of moulage courses including: Moulage workshops for Pre-Hospital Trauma Life Support Trainer courses. She also instructed at the Moulage workshop at 2007 SimTecT.

Papers

Posters

Tuesday Posters

• TU1 The Clinical Communication Program: An Innovation in Clinical Learning For Nursing Students (75) Moira Kelton, Didy Button and Karen Wotton
• TU2 A structured approach to incorporate simulation technologies into nursing, midwifery and health university programs (28) Michelle Kelly
• TU3 Donation after cardiac death; Test the system (56) Narrell O'Dea and Cate McIntosh
• TU4 Educating the Educators: report on the first year of a postgraduate university course in theory and practice simulation-based education (15) Jennifer Weller
• TU5 The CHW Resuscitation Course: Essential Multidisciplinary Psychomotor Training Following Completion Of E-Learning (52) Marino Festa
• TU6 Using High Fidelity Paediatric Simulation to Train Staff, Reduce Risk And Trouble Shoot a New Cardiac Service (33) Andrew Heasley, Mark Hayden, Dylan Campher and Marcus Watson
• TU7 Specific Fidelity Improvement Workshop for Casual Facilitators (57) Narrell O'Dea
• TU8 Design of a device expressing capillary refill time (CRT) on paediatric simulators (83) Chris Carpenter, S Wulf and L Watterson

Posters Wednesday

• WE1 CAS2E for Division Two Nurse Students - Computer Assisted Simulation & Scenario-Based Education for Division Two Nurse Students (2 )Anne Moates and Deb Kugler
• WE2 E-COGnition: The Virtual Health and Wellness Centre (26)Melanie Zilembo, Helene Metcalfe and Darren Falconer
• WE3 Capturing the Dilemmas in Intensive Care decision-making (32) Janet Chan
• WE4 Let’s Set Up a Simulated Patient Program (31) Sheryl Cardozo, Debra Kiegaldie and Margaret Bearman, PhD
• WE5 Multidisciplinary Crew Resource Management (CRM) in Healthcare: Is Combined Classroom and Simulation-based Training Additive or Synergistic? Robyn Clay-Williams
• WE6 Simulation in Midwifery Education: Engaging Students (53) Joanne Gray and Rachel Smith
• WE7 Realistic, inexpensive venous cut-down simulation (22) Benjamin McGrath and Stephen Smith
• WE8 Constructivism as a guiding pedagogy for e-learning (38) Melanie Zilembo and Helene Metcalfe
• WE1 CAS2E for Division Two Nurse Students - Computer Assisted Simulation & Scenario-Based Education for Division Two Nurse Students (2)Anne Moates and Deb Kugler
• WE2 E-COGnition: The Virtual Health and Wellness Centre (26) Melanie Zilembo, Helene Metcalfe and Darren Falconer
• WE3 Capturing the Dilemmas in Intensive Care decision-making (32) Janet Chan
• WE4 Let’s Set Up a Simulated Patient Program (31) Sheryl Cardozo, Debra Kiegaldie and Margaret Bearman, PhD
• WE5 Multidisciplinary Crew Resource Management (CRM) in Healthcare: Is Combined Classroom and Simulation-based Training Additive or Synergistic? Robyn Clay-Williams
• WE6 Simulation in Midwifery Education: Engaging Students (53) Joanne Gray and Rachel Smith
• WE7 Realistic, inexpensive venous cut-down simulation (22) Benjamin McGrath and Stephen Smith
• WE8 Constructivism as a guiding pedagogy for e-learning (38) Melanie Zilembo and Helene Metcalfe

Thursday Posters

• TH1 Air Force Health Simulation - Realising the Potential (3) Anthony Hopcraft and Michele Cole
• TH2 Simulation offers Allied Health professionals significant opportunities to safely improve their practice (48) Phillipa Neads
• TH3 Communication within Teams: Could the Process Communication Model® be an Effective Complementary Communication Tool? (62) Brian Robinson
• TH4 Transfer factors: from Simulation to Reality - does running scenarios within the actual clinical environment aid with the transfer of skills?" (68)Penny Ingram, Robyn Endre and Jan Bone
• TH5 "A Clinical Skills Centre for Dummies" - the development of an interdisciplinary model at Austin Health, Victoria (6) Heather Grusauskas
• TH6 Inter-professional Training In Trauma And Surgical Emergencies At Royal Darwin Hospital (87)Frank Plani, Sarah Strasser, Ian Norton and Bronte Douglas

ASSH Meeting

A meeting of the Australian Society for Simulation in Healthcare - all are welcome!

To join ASSH, complete the ASSH Membership Form.

Welcome Networking Drinks

Optional Conference Networking BBQ

©2008 Simulation Industry Association of Australia
Updated: 22 August 2008