3. Introduction to simulation-based education

Faculty Advancement in Simulation Training (FAST)

3. Introduction to simulation-based education

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One of the key principles of SBE is the educator role as facilitator rather than teacher which is highlighted in this introductory course.

Most of this course is for participants to observe simulated scenarios then debrief, with either a stop-start meta-debrief by course leads, or a debrief the debrief approach after each cycle. We use scenarios from undergraduate courses and the participants act as learners within the scenario; emphasis is placed on the learners being there as a subject for debrief practice and not solely learners.

Lesson plan: Introduction to SBE

Learning outcomes

· to introduce the concept of simulation as a learning technique

· to explore basic educational theory relating to SBE

· to develop skills to deliver debriefing using a Plus-Delta Model

Prior learning and experience required

· CSMEN Tier 1 TURAS modules

· CSMEN Tier 2 TURAS modules 3,6,7 and 8

Pre-course material

· the art of the Plus-Delta Model (8)

· co-debriefing for simulation-based educators (9)

· a conceptual framework for the development of debriefing skills (10)

· a tiered approach (11)

Trainers

· CSMEN Tier 3 TURAS modules

· simulation educators or those with appropriate simulation experience

Success criteria for learners

· completion of intended learning outcomes (ILOs)

Timing	Activity
10 minutes	Ice breaker - Introductions: faculty and participants Establish drivers for attendance at session.
30 minutes	Understand the underpinning educational theory related to SBE Interactive presentation.
30 minutes	Understand how to apply the plus-delta model and how to structure a debrief interactive presentation
20 minutes	Break
15 minutes	How to observe simulated scenario Run a simulated scenario with 2 participants observing in the role of debriefers.
20 minutes	Demonstration of debrief and co-debrief Participant debriefers run a standard debrief, with the rest of the participants playing the part of the learner group. Experienced faculty coach during this, helping assimilate what they are observing with the scenario ILOs.
20 minutes	Critical analysis of debrief Meta-debrief led by faculty generally using a Plus-Delta Model.
	Repeat the last 3 sections of the lesson plan until all participants have co-led a debrief. In subsequent debriefs, introduce additional factors to mirror common challenges, for example, participants who are quiet, overly talkative, inappropriately negative or positive.
10 minutes	Review the session and ILOs Describe what has been achieved and set future goals.

Overview of programme

Faculty Advancement in Simulation Training (FAST)