Archive of "Center for Medical Simulation" Category
Are you an experienced simulation debriefer?
Victoria Brazil, Walter Eppich, and Margaret Bearman are looking for volunteers to participate in a systematic review of debriefing strategies for in situ simulations.
Please read their note below, and contact them at ISSdebriefing@gmail.com if you are interested in participating.
The optimal debriefing strategies for in situ simulations (ISS) are unclear. The current practice of expert and experienced in situ debriefers has not been reviewed systematically. Most published reports of ISS programs lack detail as to how debriefing is conducted.
We’re conducting a study which aims to review the current practice of experienced in situ simulation debriefers – their context and approach, and the basis on which debriefing approach is determined. We’d like your help!
If you are interested in finding out more – please email ISSdebriefing@gmail.com
Victoria Brazil, Walter Eppich and Margaret Bearman
Crystal Tan is a resident in Anesthesia at the Massachusetts General Hospital in Boston, MA. She spent the month of February at the Center for Medical Simulation on an elective rotation. The goal of the rotation program is to expose residents to the potential and operational use of simulation for education, clinical training and research. Over the course of the month, residents develop simulation scenarios including patient records, plot, setup, debriefing notes, and references.
“Have you ever wondered what happens behind the two-way mirror at a simulation center?
After spending a month at CMS, I can answer that question: wigs and fake blood, occasional burning smells, wonderful people dedicated to the art and theory of simulation, a willingness to roll with the punches and improvise, a philosophical approach to andragogy (a word I learned with Tony Dancel that means “adult education”), and a comically improbable amount of orange Tang.
I had a remarkable experience during my rotation. I learned about the technical ins and outs of staging simulations including setting up realistic scenarios, playing different operating room characters, and programming mannequins to have plummeting bradycardia or STEMIs. Through this supporting role, I watched (and sometimes helped) different groups of participants code a patient three times a day, three times a week. If repetition is the key to success, then I can’t think of a better way to practice ACLS protocols (not to mention the group dynamics intrinsic to crisis management).
A major component of the simulation experience is debriefing. After a simulation is completed, the team is given a chance to breathe, release their emotions, discuss the gritty details of the case, and perhaps learn something new. These sessions are run by debriefers trained to probe a participant’s thoughts with sincere interest and without judgment. I learned to set aside my preconceived notions as I observed and occasionally participated in these sessions. After each debriefing, I never doubted that each participant gave their full effort, and I believe each one walked away with at least one clinical or behavioral lesson they could incorporate into their practice.
The world of simulation is much larger than I realized; the depth of research, international collaboration, and even safety within simulation is incredible. Moreover, lessons from simulation are relevant not just in clinical practice but also in day-to-day life; if we could all set aside our assumptions and listen without judging, then we might all accomplish more.”
–Crystal Tan, MD
SIMULATION GO at IMSH 2017
The #1 point-getter will win a “DJ Simulationistas” vintage jacket!
The top 10 players will be entered into a random drawing to win CMS swag!
HOW TO PLAY:
1) Take photos of Simulationistas in the wild:
A photo of you being interviewed by the DJ Simulationistas team (Dan Raemer & Janice Palaganas) … 10 points
A photo of you at the CMS booth in the trade hall … 5 points
A photo of two CMS faculty or staff together … 3 points
A photo of three CMS course alumni together … 3 points
A photo of you at a workshop facilitated by CMS faculty … 2 points
A photo of CMS faculty running a workshop … 1 point
Follow CMS on Twitter or Instagram during IMSH 2017 … 1 point each
2) Send us the photo on Twitter (@MedSimulation) or Instagram (@centerformedicalsimulation) to earn points! Use #IMSHGo.
3) CMS will add up your points and post a leaderboard each night! Winners will be notified on Tuesday night.
Please follow CMS on Twitter, Instagram, and Facebook for additional IMSH updates.
CMS faculty and staff will be facilitating or co-facilitating the following workshops. Please make sure to check the IMSH website (www.IMSH2017.com) for up to date room locations and times!
10:00-11:30AM: Simulator Death: Controversial Learning Tool Benefits and Consequences
Faculty Development – Barrell Spring l
Speakers: Andrew Goldberg, MD; Jennifer L Arnold, MD, MSc; Sam DeMaria, MD; Daniel Lemke, MD; Adam I. Levine, MD; Dan Raemer, PhD; Jeron Zerillo, MD
10:00-11:30AM: Strategies for Successful Co-debriefing
Debriefing – Celebration 14 and 15
Speakers: Adam Cheng, MD, FRCPC, FAAP; Gavin Burgess; Helen Catena, RN; Amy Cripps, RRT; Jonathan Duff, MD; Walter Eppich, MD, MEd; Kristin Fraser, MD, FRCPC; Vincent Grant, MD, FRCPC; Michaela Kolbe, PhD; Janice C Palaganas, PhD, RN, NP, ANEF; Traci Robinson, RN; Stuart C Rose; Jenny W Rudolph, PhD
11:45AM-1:15PM: Speed Mentoring: Formal Training, Masters & Certificate Affinity Group Networking Event
Interprofessional Education – Bayhill 17 and 18
Speakers: Ambrose H Wong, MD, MS-HPEd; Amanda V Crichlow, MD; Sharon Griswold, MD, MPH, CHSE; Tiffany Moadel, MD; Deborah D Navedo, PhD, CPNP, FNAP; Janice C Palaganas, PhD, RN, NP, ANEF; Rami Ahmed, DO, MHPE; Lillian Emlet, MD, MS; James A. Gordon, MD, MPA; Joseph O. Lopreiato, MD, MPH; Grace M. Ng, MS, CNM, RN, C-EFM; Vivienne Ng, MD, MPH; Thomas Nowicki, MD; Mary Anne Rizzolo, EdD, RN, FAAN, ANEF; Janet K Willhaus, PhD, RN, CHSE
3:00-4:30PM: Improve Debriefing Skills Through Peer Observation and Feedback
Faculty Development – Celebration 12 and 13
Speakers: Grace M. Ng, MS, CNM, RN, C-EFM; Emily Diederich, MD; Dawn Taylor Peterson, PhD; Laura Rock, MD; Jenny W Rudolph, PhD; Robert Simon, EdD; Demian Szyld, MD, EdM; Penni Watts, PhD, RN, CHSE-A
3:00-4:30PM: Improve Clinical Feedback Skills Using the FACE (Feedback Assessment for Clinical Education)
Faculty Development – Celebration 1
Speakers: Rachel Onello, PhD, RN, CHSE, CNE, CNL; Melanie Barlow, RN, MN, GradDipCritCare, GradCertEd, CertIV; Emily Diederich, MD; Mary Fey, PhD, RN, CHSE; Jose M Maestre, MD, PhD; Rebecca D Minehart, M.D.; Janice C Palaganas, PhD, RN, NP, ANEF; Laura Rock, MD; Robert Simon, EdD
10:00-11:30AM: Build Your Simulation Training Program from Scratch
Speakers: Michelle Marie McLean, MD; Sidhant Nagrani, MD; Ambrose H Wong, MD; Antoinette Golden; Demian Szyld, MD, EdM; Rami Ahmed, DO, MHPE; Thomas Nowicki, MD; Kimberly Schertzer, MD
10:00-11:30AM: Peer Role Play to Improve Debriefing
Debriefing – Blue Spring II
Speakers: Dr. Usamah Saleh Alzoraigi, MD; Abdulrahman Y Sabbagh, MD; Abdullah Almarshed, MD; Dr Shadi Almoziny; Abeer Arab, MBBS, FRCPC; Charles Pozner, MD; Jenny W Rudolph, PhD
10:00-11:30AM: Debriefing the Debriefer: Take Faculty Development to the Next Level
Faculty Development – Bayhill 22
Speakers: Rachel Onello, PhD, RN, CHSE, CNE, CNL; Amy L Daniels, MS, RN, CHSE; Michaela Kolbe, PhD; Kristian Krogh, MD; Dawn Taylor Peterson, PhD; Penni Watts, PhD, RN, CHSE-A; Nelson Wong, MD
3:00-4:30PM: Peer Coaching to Improve Debriefing Skills
Speakers: Adam Cheng, MD, FRCPC, FAAP; Wendy E Bissett, RN, CNE; Gavin Burgess; Helen Catena, RN; Jonathan Duff, MD; Walter Eppich, MD, MEd; Tobias Everett, MBChB FRCA; Vincent Grant, MD, FRCPC; James Lewis Huffman, BSc, MD, FRCPC; Michaela Kolbe, PhD; Traci Robinson, RN; Stuart C Rose; Demian Szyld, MD, EdM
3-4:30p – Giving Feedback on Feedback
Faculty Development – Bayhill 29 and 30
Speakers: Roxane Gardner, MD, MPH, DSc; Ignacio Del Moral, MD, PhD; Mary Fey, PhD, RN, CHSE; Kate Morse, PhD, ARNP-BC, CRNP, CCRN, CNE; Rachel Onello, PhD, RN, CHSE, CNE, CNL; Janice C Palaganas, PhD, RN, NP, ANEF; Dan Raemer, PhD; Laura Rock, MD; Jenny W Rudolph, PhD; Robert Simon, EdD
3:00-4:30PM: Learner Deception: What’s More Important, Protection or Realism?
Faculty Development – Barrell Spring I
Speakers: Andrew Goldberg, MD; Jennifer L Arnold, MD, MSc; Sam DeMaria, MD; Daniel Lemke, MD; Adam I Levine, MD; Dan Raemer, PhD
8:30-10:00AM: Navigating a Career in Simulation
Speakers: Michelle Marie McLean, MD; Sidhant Nagrani, MD; Ambrose H Wong, MD; Sara M Hock, MD; Roxane Gardner, MD, MPH, DSc; Sharon Griswold, MD, MPH, CHSE; Mary E. Holtschneider, RN-BC, BSN, MEd, MPA, NREMT-P, CPLP; Deborah D Navedo, PhD, CPNP, FNAP; Demian Szyld, MD, EdM
10:30-11:30AM: Role of Emotion in Simulation Learning
Debriefing – Bayhill 21
Speakers: Gabriel B Reedy, PhD, CPsychol; Laura Rock, MD
Matthew Vanneman is a resident in Anesthesia at the Massachusetts General Hospital in Boston, MA. He spent the month of October at the Center for Medical Simulation on an elective rotation. The goal of the rotation program is to expose residents to the potential and operational use of simulation for education, clinical training and research. Over the course of the month, residents develop simulation scenarios including patient records, plot, setup, debriefing notes, and references.
“My stay at CMS was one of the most pivotal moments of my medical career. When I first showed up to CMS, I thought I would receive some instruction on how to organize and perform medical simulation better, but instead my entire world view of medical education was completed upended. CMS taught me that much of the “conventional” methods of teaching medical education that I had experienced during my training were actually missing so many of the key elements of adult learning theory, and as a result, leaving learners behind. Since the course, I have completely change my own methodology for teaching (which, I found out, takes a lot of practice!), and I am now so excited to further develop my skills as an educator. Through the course, I was extremely lucky to meet such an incredibly diverse group of people, coming from Qatar, Saudi Arabia, New Zealand, Pakistan, as well as all over the United States, and to learn from their experiences and perspectives about medical education. These conversations have deeply shaped me, not only as an educator, but also as a person. IMS has opened my eyes to an enormous new world and method of medical education, and has driven me to continue to improve my teaching to reach my goal of becoming an expert in medical education.”
-Matt Vanneman, MD
Albert Chan, MD, is an anesthesiologist and a Visiting Scholar at the Center for Medical Simulation.
“As I meandered down the hallways of the Center for Medical Simulation at the Navy Yard saying my final goodbyes, I could not help but marvel at the amazing intellectual journey the past nine weeks has taken me. Not only have I learned about the intricacies of medical simulation and education, I have gained completely new insights into myself.
When I first arrived at the CMS, it was a bit daunting as I did not know what to expect. I was at the very center of the simulation world, surrounded by experts in medical education. What will they think of me with my limited simulation experience? Will I be accepted by the staff and faculty? My concerns were alleviated in no time – in true CMS fashion, everyone embraced and welcomed me into the family and established the “safe container.” I was ready to become a learner once again.
There were many things that were impressive at the CMS – the flattened hierarchy, the openness of communication, the constant reflection and feedback to each other, the demand for improvement and excellence, the creativity of the sim techs (yes, Johnny Tsunami), the wealth of knowledge, the constant supply of soda (yes, it’s amazing). But if I had to pick one thing I learned the most from, it would undoubtedly be the Comprehensive Instructor Course.
I was fortunate enough to be both a participant in the course, as well as faculty observing from behind the scenes. I learned so much about the application of educational theories, the complexities of debriefing, and more about the adult learners’ mind. Not being a reflective person naturally, be it due to my culture or personality – the course has made me look within myself and explore my own psyche. I came to realize the frequent inferences and assumptions I have made about others in the past, and the effect it has had on communication and relationships. Being curious has taken on a whole new meaning.
The most remarkable thing was how the faculty and staff embodied the principles that they taught, and how the course was so carefully crafted and choreographed to center around the learners’ needs, and to build a strong sense of community among the participants. If I were to be a medical educator, that is exactly what I aspire to be.
“How can you just do simulation for such nine weeks? Doesn’t it get boring?” one of my good friends asked me. This notion did cross my mind before I came to CMS, but I was proven wrong. Medical simulation is not simply using mannequins to unnerve clinicians – it is an experiential and reflective process – as was my fellowship at the CMS. At the same time, I was able to personally witness the power of conversation – not only through practicing debriefing with good judgment in the courses, but also by talking to CMS faculty, staff, techs – I have truly expanded my horizons.
Harkening back to what Mary Fey said in the Instructor Courses, I have attained “threshold knowledge” – I cannot unlearn the knowledge I have acquired here. WTF forever means “What’s Their Frame?”, I shall always teach from a stance of curiosity, and assumptions is the mother of all [mistakes].
Thanks to all the faculty at the CMS who have given me the opportunity to join in the debriefings and provided me with valuable feedback, and thanks for sparing me some of their valuable time despite busy schedules to chat about my project – especially Jenny, Roxane, Jeff, Dan, Robert and Kate. And thanks to the awesome staff who hung out with me in the back all the time and have taught me so much – Johnny, Tony, Jenn, Matt, Emily and fellow visiting scholars! Hopefully we can maintain our relationships in the years to come!
Most importantly, have to thank my dear wife Christina for supporting me on this trip and helping me take care of the babies while I am at CMS! I know it must have been tough!
Looking up at the wall of the back debriefing room one last time as I walked out, “The Basic Assumption” has taken a completely different importance and meaning from nine weeks ago, and I hope that I can bring all that I have learned back home.”
–Albert Chan, MD
Emily Fish is a resident in Anesthesia at the Massachusetts General Hospital in Boston, MA. She spent the month of October at the Center for Medical Simulation on an elective rotation. The goal of the rotation program is to expose residents to the potential and operational use of simulation for education, clinical training and research. Over the course of the month, residents develop simulation scenarios including patient records, plot, setup, debriefing notes, and references.
“I am so grateful to have spent the past month at the Center for Medical Simulation–what a remarkable experience it has been! From gaining experience in the creation of high fidelity scenarios to improving my debriefing skills, the rotation was rich with learning opportunities. I was also fortunate to take the IMS instructor course, which was a truly transformative experience. The expert guidance of the instructors and the environment of teamwork and encouragement really foster the learning and growth of participants. Participating in the course has had a powerful effect on both the quantity and quality of introspection and self-evaluation I perform. I am more cognizant of potential assumptions I may have and will strive to be mindful of these and their potential impact in debriefing and elsewhere. The course has transformed the way I communicate not only with colleagues at work but in my daily life as well. I now find myself actively working on improving my communication skills using the techniques I learned in the course. I consider the course one of the most impactful experiences I have had in my medical training thus far. In fact, it has prompted a desire to incorporate simulation into my long-term career, and I hope to enter into sim fellowship as the next step in my growth as an educator.”
–Emily Fish, MD
Recently, Jenny Rudolph and Dan Raemer from the Center for Medical Simulation were invited to contribute a foreword to the third edition of Crisis Management in Acute Care Settings: Human Factors and Team Psychology in a High-Stakes Environment. This comprehensive text was authored by Michael St. Pierre, Gesine Hofinger, and CMS’ own Robert Simon.
Crisis Management in Acute Care Settings comprehensively addresses how human decision making and human factors can affect patient safety in acute care. The text identifies frequent errors and allows healthcare professionals to improve patient safety and give more effective treatment in emergency situations. Springer calls this book, “The required reference for all who are learning about, teaching, or providing acute and emergency healthcare.” We have excerpted the forward below for your perusal.
Crisis Management in Acute Care Settings is now available from Springer, in print and electronically.
The most significant exclusion from the third edition of Crisis Management in Acute Care Settings is any mention of Murphy’s Law: Anything that can go wrong, will go wrong. Perhaps, Michael St.Pierre, Gesine Hofinger, and Robert Simon were uncomfortable about including a pseudoscientific law of nature that does not really exist? Or were they aware of the controversies surrounding the origin of this eponym? Whatever the case, this new edition of their now classic book does everything possible to explain the drivers of Murphy’s Law in acute care settings.
Well covered is the notion that when people are under stress, time pressure, fatigue, or working within poorly designed structures many things can go wrong. This book discusses how these organizational, psychological, cognitive, social, or environmental systems can unravel. Importantly, the authors also reveal how to pre- vent or interrupt their progression to disaster in clinical practice.
With practical case examples and admirable parsimony, this book covers complex and diverse fields in easy-to-read prose. This book is a one-stop shop for those of us teaching or attempting to practice crisis management in acute care settings.
For those just needing a thumbnail sketch of topics such as cognition or communication under stress, the “in a nutshell” sections provide elegant one-page summaries synthesizing extensive research. The “quick tips” sections show clinicians and educators how to adapt their clinical management and teamwork to best crisis resource management practices. For those running blogs or journal clubs on teamwork or high reliability, each chapter can be read and discussed in depth; for those designing teamwork or CRM experiences, the extensive bibliography of each chapter provides a trove of evidence to explain the rationale behind learning objectives.
It is hard for all of us healthcare educators and quality and safety professionals to accept what Charles Perrow argued in his visionary book Normal Accidents: Living with High-Risk Technologies: that neither constant vigilance nor system design can prevent error and accidents in complex systems. Accidents and errors should not surprise us; rather, they are a normal part of what happens when humans interact with each other in complex technologies and complex organizations. But Crisis Management in Acute Care Settings gives us a fighting chance to reduce error and improve performance even when the odds are against us.
Jenny Rudolph, Harvard Medical School & Center for Medical Simulation, Boston, MA
Daniel B. Raemer, Harvard Medical School & Center for Medical Simulation, Boston, MA
From Dan Raemer, the Center for Medical Simulation’s Chief Curiosity Officer:
“Brad Morrison, Laura Rock, and I presented a workshop on Providing Effective Feedback at the American College of Rheumatology annual meeting in Washington, DC on November 21, 2016. Although the session was scheduled for an early hour, it was very well attended and the participants responded enthusiastically to the notions of Feedback with Good Judgment. We were able to provide some motivation, content, and practice for the participants improving their feedback to students, coworkers, and peers. Using some intriguing videos of good and bad feedback enabled us to make the session relevant to a medical specialty we have not traditionally served.”
The Center for Medical Simulation (CMS) and the MGH Institute of Health Professions (IHP) are pleased to announce that our CMS Nurse Educator Scholarships have been awarded for our 2016 and 2017 Comprehensive Instructor Workshops.
These ten $2500 partial tuition scholarships were made available through the generosity of an anonymous nurse donor who seeks to improve the ways that simulation is used in nursing education.
The scholarships were awarded to five teams of two nursing educators from healthcare organizations and education programs using or seeking to use simulation in their nurse training curricula.
The winners of the ten scholarships for 2016 and 2017 are:
- Lori Mooney and Ann Felauer from the University of Maryland School of Nursing in Baltimore, Maryland.
- Helen Catena and Jenny Chatfield from the Alberta Children’s Hospital in Alberta, Canada.
- Joanne Dunderdale and Carol Kostovich from the Loyola University Marcella Niehoff School of Nursing in Chicago, Illinois.
- Melissa Jarvill and Seon-Yoon Chung from Illinois State University in Normal, Illinois.
- Nichole Kelsey and Maureen Washock from the Cleveland Clinic in Cleveland, Ohio.
We welcome these five nursing teams to our Comprehensive Instructor Workshops and looks forward to seeing them at CMS in Boston in 2016 and 2017.