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Opening remarks: Brendan Flanagan
Welcome to Country
Official Opening: The Hon. Daniel Andrews

Workshop 1
The Simulation Coordinator: ‘To Infinity and Beyond’
Presenters:
Dylan Campher, Andrea Thompson, Kaylene Henderson, Stephanie O’Reagan and Jennifer Hogan

Papers Session 1
Curriculum Design
Chair: Cyle Sprick
Submissions:
42, 43, 66, 72

1. Non-Technical Skills: A Prescription for Safer Healthcare - Rhona Flin
2. Knowing more about it to know more with it: Simulation and Research - Peter Dieckmann

Obstetrics Panel
Presenters:
Pauline Lyon (Chair)
Tim Draycott
Helen Cooke

1. A 50,000 Foot View of Simulation from a 12,500 Foot Kinda’ Gal - Susan Kardong-Edgren
2. Inter-professional Educational Group – L-TIPP - Allison Lee

1. Simulation and its effect on clinical decision making: A constructivist investigation
2. Software framework for performance assessment in medical training simulations
3. Introducing Team STEPPS into medical education via clinical simulation

UK Healthcare HF Issues and Developments - Rhona Flin

Team and Organisational Cultural Influences – Jo Travaglia

• planning your own interprofessional networking approaches and strategies
• anticipating roadblocks and preparing solutions
• sharing your own intercollaborative ideas (bring business cards!)

Assessment of non-technical skills (eg teamworking, decision making) for operating theatre staff has begun in simulation centres, as well as in the workplace. This half-day workshop will familiarise participants with three non-technical skills assessment tools (ANTS, NOTSS, Nurses’ NOTECHS) developed at the University of Aberdeen. Following a briefing on their development process and guidance for use, participants will have an opportunity to use the tools and to report their experiences. Workshop Participants will:

• explore the skills content captured by each tool
• use the tools to rate operating theatre staff in video-recorded simulations
• explore strengths/weaknesses of each tool in small groups
• feed their impressions back to entire workshop group

Experiential use of tools by participants will be grounded on participants’ own experiences with assessment/feedback in simulation-based training or workplace assessment. Although the examples used will be drawn from the operating theatre environment, the principles of assessment of non-technical skills apply across a variety of different healthcare settings.

This workshop is for anyone interested in the development of simulation centres from the mission plan and budget through to optimising the use of space and the development of an equipment plan. Topics Covered:

• The necessary elements in developing a mission plan and budget for your centre.
• Identification of ideal uses of space when designing your centre.
• A discussion regarding the development of an equipment plan for your centre as related to your mission plan and budget.

1. Engagement process / Literature Review
2. Training Needs Analysis and Curriculum Mapping
3. Piloting Process.

1. College Administrators
2. Trainees
3. Trainers / educational supervisors.

Aims:

This presentation describes a pilot course designed to teach surgical trainees non-technical or professional skills using a range of immersive simulation methodologies.

Background:

This two day program is part of a wider project exploring the use of simulation in specialist medical training to teach non-technical skills, funded by the Department of Health and Aging (DoHA).

Methods:

The project team comprised simulation and educational experts from Monash University, Faculty of Medicine, Nursing and Health Sciences as well as clinical educators from the Royal Australasian College of Surgeons (RACS). The course was based upon a feedback-reflection-experience cycle and contained three main components:

• Learning conferences where a trainee, an educational facilitator and a surgical educator discussed learning goals based upon multi-source feedback collected from the workplace.
• Three scenarios which focused on developing patient-doctor communication skills through the use of simulated patients.
• Teamwork skills development sessions, including two adaptive simulation scenarios using manikins.

1. Izhak Nadler, Aviation / Military
2. Irwyn Shepherd, TAFE
3. Christopher Churchouse, Universities Nursing
4. Harry Owen, Universities Medicine
5. Leonie Watterson, Simulations Centres
6. Michael Seropian, SSH and USA Simulations Centres

1. How do you get job done: is running the course more important than the quality of the instructor?
2. Is it desirable to have instructor standards?
3. What are the skills of a simulation instructor?
4. Are there different levels of a simulation instructor?
5. Do we certify different educational methodologies?
6. What sort of training is required to become a simulation instructor?
7. What current courses are available for health professionals to become a simulation instructor?

1. Spencer Beasley, Clinical Professor of Paediatrics and Surgery, Christchurch School of Medicine and Chair, Board of Surgical Education & Training, Royal Australasian College of Surgeons
2. Peter Dieckmann, Researcher, Danish Institute for Medical Simulation, Herlev, Chair, Society for Simulation in Healthcare (SSH) Research Committee, and Vice-President, Society in Europe for Simulation Applied to Medicine (SESAM)
3. Alexander (Sandy) Garden, Associate Professor and Clinical Associate Director, Sleep Wake Research Centre, Massey University, Supervisor, Central NZ Rotational Training Scheme, Department of Anaesthesia, Wellington, and Chair, Australian and New Zealand College of Anaesthetists’ Courses Working Group
4. Joanne Gray, Senior Lecturer, Director of Midwifery Studies, University of Technology, Sydney
5. Jennifer Keast, Senior Lecturer, Manager, Monash Simulation Network, Monash University
6. Brian Robertson, Director, National Patient Simulation Training Centre, Wellington Hospital Associate Professor, Department of Anesthesiology, University of Auckland, and Chair, NZ Association for Simulation in Healthcare (NZASH)
7. Leonie Watterson, Clinical Associate Professor, Director, Simulation Division, Sydney Clinical Skills & Simulation Centre, and Chair, Australian Society for Simulation in Healthcare

1. Do we need standards for simulation programs?
2. Which body, or bodies, should be responsible for developing and managing such standards?
3. Is there a baseline level of common expectations and language in relation to core elements required for a program? What are these elements?
4. Can or should such standards be international or national?
5. Will standards maintain or improve quality in simulation-based education and training?
6. What are the potential barriers to adopting a set of standards for programs?
7. What checks and balances are currently in place to ensure standards for simulation based education and training?

1. Peter Carver – Director of National Healthcare Workforce Taskforce (NHWT)
2. Brian Jolly - Head of Department, Centre for Medical & Health Science Education, Monash University, VIC
3. Peter Dieckmann – Work and Organizational Psychologist, Danish Institute for Medical Simulation (DIMS), University Hospital in Copenhagen
4. Rhona Flin - Professor of Applied Psychology, Industrial Psychology Research Centre University of Aberdeen , King’s College, Old Aberdeen
5. Suzie Kargong- Edgren – Assistant Professor of Nursing, Washington State University College of Nursing, Spokane, Washington, USA

1. Overview of the COAG reforms.
2. How the reforms will impact on clinical training governance, organisation and delivery; including simulation.
3. Overview of the SLE project including consultation and communication.

1. National planning and Implementation
1. What are the major considerations in establishing a national plan?
2. To what extent have these been adopted in other countries/ jurisdictions/centres?
3. How is training delivered in other countries – vertical or horizontal (inter-professional) integration?
2. What have we learnt from simulation in the last decade that can inform the national plan for Australia?
3. Evaluation and outcomes
1. How is work conducted via SLES evaluated?
2. What outcomes will be most highly valued? – improved training, increased capacity, improved patient safety, improved organisational culture, workforce competency or other
3. How much weight should be given to evidence of improved outcomes in respect to allocation of resources?
4. How ready are SLEs at present to carry out the work of the NHWT in respect to the training of health professionals?
5. Funding models – what makes a successful SLE business model?

• Clarification of roles and responsibilities
• Exploration of qualifications/backgrounds/experiences
• Identification of criteria to inform position and role descriptions

1. Kneebone, R: Crossing the Line: Simulation and Boundary Areas. Simul Healthcare, 2006; 1: 160-163
2. Seropian, M. Driggers, B. Gubrud-Howe, P. The Oregon Simulation Experience: A Statewide Simulation Network and Alliance. Simul Healthcare, 2006; 1: 56-61
3. Salas, E. Wilson, K. Shawn Burke, C. Priest, H. Using Simulation-Based Training to Improve Patient Safety: What does it take? Journal on Quality & Patient Safety. July 2005; Vol 31, Number 7

• Demonstrate the potential benefits of insitu simulations and how they can achieve what simulation centres can’t
• Discuss the potential applications of insitu simulation
• Discuss the key ingredients of a successful insitu simulation program
• Identify and discuss the limitations and difficulties associated with insitu simulation
• Discuss the risks and safety issues involved with insitu simulation
• Discuss expansion and faculty development

• Participants broaden their “connotative space” related to the CRM principles.
• Participants are able to replicate the introduced exercise during their own simulation-based CRM trainings.
• Participants apply strategies to analyze CRM issues involved in exercises, scenarios, and debriefings that were practiced during the workshop.

1. What are the major challenges in rural areas that require skills development through clinical simulation?
2. What programs and/or scenarios are offered specifically for rural clinicians and what makes them work so well?
3. How can we use clinical simulation to enhance rural clinical placements and increase workplace readiness?
4. What are the priorities for building confidence and competence for rural clinicians (including post grads of all health disciplines) that will address rural health workforce shortages?

• Participants know different qualitative and quantitative research methods and are able to select those which are appropriate to answer their research questions and to implement them in an appropriate study design
• Participants acknowledge the importance of confounding variables and the need to control for their influence
• Participants know information sources that help them to deepen the topics addressed in the workshop

1. Episodic – learners complete a topic by attending the hub facility for relatively long periods of time; generally one or more days. Learners and faculty may travel from other centres and generally have to arrange leave from clinical service duties to attend training.
2. Sequential – learners attend the hub facility frequently and the learning often builds on previous learning. Learners and faculty are often from the hospital where the centre is based, with short scheduled breaks from their clinical service duties to participate in teaching from the facility.
3. The extended ward – the hub facility is used as a breakout room from the clinical ward; learners going there to focus on a clinical task immediately before or after clinical practice. On some occasions training activities may be opportunistic and hence unscheduled. This requires flexibility on the part of learners, instructors and facilities.
4. In-situ – Mobile simulation units are employed to deliver training within the clinical environment. This approach needs to be adaptive to the clinical service delivery requirements of the organisation, especially when the training is delivered in high acuity environments where unbooked admissions are normal.
5. Self – directed learning – learners attend on their own or in groups without a tutor present face to face.

This workshop is being facilitated by Cyle Sprick. It is aimed at fostering discussion about the issues related to undergraduate health professional education.

Topics covered will include:

• How does undergraduate education differ from postgraduate training and continuing professional development?
• Can teaching and assessment co-exist?
• Can CRM/human factors be taught at the same time as technical skills are being learned?
• What scope of teaching is currently delivered and what might be done in the future?
• What are the opportunities to share techniques and solutions and bring economies of scale to simulation-based education?

• Locate commonly available multi-source feedback (MSF) tools.
• Tailor a learning needs analysis form for use within a specific simulated environment.
• Describe the benefit and challenges associated with using MSF.
• Describe the benefit and challenges associated with using learning needs analysis.
• Illustrate the potential integration of MSF and learning needs analysis into a simulated environment.
• Practice using feedback and reflection principles in clinical simulations.

• Demonstrate how to develop a template for creating scenario based improvisation scripts to guide actors and SP in the simulation environment.
• Outline techniques for facilitators to work with actors and the SP to define the parameters and action of the scene to be improvised.
• Provide facilitators with technical skills to undertake pre and post production management processes.
• Provide direction on design and production requirements to ensure the illusion of reality is maintained.

• Introduction of K2 Medical System Computerised Training Program for Fetal Surveillance and CTG interpretation during labour
• Development of a train the trainer education program for Fetal Heart Rate (FHR) Interpretation and Surveillance
• Development of a train the trainer education program for Maternity Emergency Management and Neonatal Resuscitation.

• Gaining local ‘buy in’ a challenge that has to be addressed
• Templates for site specific simulated cases
• Resources and the introduction of ‘Flat Maggie’ as well as keeping the unit safe
• Evaluation and record keeping

• Improvements to local processes
• Improved interdisciplinary communication
• Staff commitment to professional development.

Harrison Room, Melbourne
Cricket Ground

The venue is set in parklands only a few minutes stroll from the conference hotel.