Cover
Title Page
List of figures
List of tables
About the authors
Preface
Chapter 1: Introduction
Chapter 2: Simulation‐based medical education (SBME): some specifics
1. Some history
2. When did we get taught how to teach?
3. Where does simulation‐based medical education fit in?
4. The importance of simulation‐based medical education
5. Aspects of simulation
6. Conclusion
7. References
Chapter 3: Simulation in (medical) education: some background
1. Experiential learning and reflective practice
2. Situated learning
3. Conclusion
4. References
Chapter 4: Equipment in SBME: more than just a mannikin?
1. Fidelity – an aside
2. Which modality?
3. Where and when?
4. How?
5. What else?
6. Conclusion
7. References
Chapter 5: Physical and psychological realism
1. Physical realism
2. Conclusion
3. References
Chapter 6: Simulation mapping and scenario design
1. Mapping simulation to the curriculum
2. The mapping process
3. Scenario design
4. ‘Flying hot’
5. Conclusion
6. Reference
Chapter 7: Running a simulation session: some practicalities
1. Presimulation activity
2. Arrival
3. Introductions
4. Briefing
5. The simulation
6. Debrief
7. Concluding
8. Evaluation
9. Finale
10. Conclusion
11. References
Chapter 8: Formative assessment and feedback
1. Feedback – a definition
2. Conclusion
3. References
Chapter 9: Summative assessment
1. Staff training
2. Technology
3. Candidate familiarity
4. Scenario design
5. Candidate quarantine
6. Marking
7. Validity of assessment tool
8. Requirement for feedback
9. Standardisation
10. Conclusion
11. References
Chapter 10: Human factors, ergonomics and non‐technical skills
1. How do we know this is important to healthcare?
2. Non‐technical skills
3. Conclusion
4. References
Chapter 11: Five case examples
1. The PHROST Report: Manchester University Undergraduate Programme at Lancashire Teaching Hospitals, Preston
2. The bleep event: reflecting reality – pager simulations in undergraduate education
3. Enhancing patient safety through multidisciplinary in situ simulation
4. European Trauma Course
5. Simulation training to improve the safety of mothers and their babies
6. Summary
7. References
Chapter 12: Using new technology to enhance learning
1. e‐learning and the flipped classroom
2. Using technology to facilitate effective feedback
3. Social media in SBME
4. Ethical considerations in the video recording of simulation
5. Conclusion
6. References
Chapter 13: Commissioning a simulation centre
1. Mannikin and equipment purchase
2. Physical space
3. Conclusion
Chapter 14: Training for simulation faculty
1. Faculty: a definition
2. A structured approach to training
3. Conclusion
4. Reference
Chapter 15: Conclusions and next steps
Chapter 16: Annotated bibliography
Index
End User License Agreement

List of Tables

Chapter 08
1. Table 8.1 Distinction between feedback and debrief.
Chapter 10
1. Table 10.1 Styles and definitions in leadership.
2. Table 10.2 Situational leadership.
Chapter 11
1. Table 11.1 Structure of undergraduate simulation experience.
2. Table 11.2 Sample issues identified for debrief.
3. Table 11.3 Number of actions against learning outcomes of the patient safety programme.
4. Table 11.4 Examples of good practice.
5. Table 11.5 Number of areas of good practice against learning outcomes of the patient safety programme.
Chapter 12
1. Table 12.1 Uses of social media.

List of Illustrations

Chapter 03
1. Figure 3.1 Experiential learning cycle.
2. Figure 3.2 Zone of proximal development (ZPD). Based on www.etc.edu.cn/eet/articles/vygotsky_zpd/index.htm
3. Figure 3.3 Activity theory. Based on www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/(accessed 3 April 2017).
4. Figure 3.4 Activity theory within emergency medicine. HCP, healthcare personnel.
5. Figure 3.5 Activity theory within the simulation suite.
Chapter 04
1. Figure 4.1 Part task trainer for cannulation.
Chapter 06
1. Figure 6.1 Achieving conscious competence.
2. Figure 6.2 Generic competences for core medical training simulation scenarios.
3. Figure 6.3 Specific competencies related to management of shocked patient.
4. Figure 6.4 Example scenario.
Chapter 07
1. Figure 7.1 The SaIL Diamond.
2. Figure 7.2 Sample section from postcourse evaluation form.
Chapter 08
1. Figure 8.1 ALS treatment of a shockable rhythm.
Chapter 09
1. Figure 9.1 Miller’s pyramid.
2. Figure 9.2 Component elements of medical expertise.
Chapter 10
1. Figure 10.1 Reported degree of harm to patients (NPSA 2011–12 data).
2. Figure 10.2 Reported incidence types in England July 2011–June 2012 (NPSA).
3. Figure 10.3 SEIPS.
4. Figure 10.4 Model of communication.
Chapter 11
1. Figure 11.1 The zone of simulation.
2. Figure 11.2 The Preston zone of simulation.
3. Figure 11.3 Initial steps in planning to receive a trauma patient.
4. Figure 11.4 The team approach to the primary survey.
5. Figure 11.5 Individual patient pathway.
Chapter 12
1. Figure 12.1 Dynamic and static elements of the Asthma scenario.
2. Figure 12.2 iCoda template for asthma.
3. Figure 12.3 A tagged timeline.
4. Figure 12.4 Marking matrix.
5. Figure 12.5 iCoda template for non‐technical skills.
Chapter 13
1. Figure 13.1 Part task trainer.
2. Figure 13.2 Multipurpose space.
3. Figure 13.3 Adaptation of existing facility.
4. Figure 13.4 Plans for customised simulation centre.
5. Figure 13.5 Wet room.

How to Teach Using Simulation in Healthcare

Mike Davis

Freelance consultant in continuing medical education, UK

Jacky Hanson

Lancashire Teaching Hospitals, UK

Mike Dickinson

Blackpool Teaching Hospitals, UK

Lorna Lees

Lancashire Teaching Hospitals, UK

Mark Pimblett

Lancashire Teaching Hospitals, UK

This edition first published 2017
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Library of Congress Cataloging‐in‐Publication Data

Names: Davis, Mike, 1947– author. | Hanson, Jacky, author. | Dickinson, Mike (Nurse), author. | Lees, Lorna, author. | Pimblett, Mark, author.
Title: How to teach using simulation in healthcare/by Dr. Mike Davis, Dr. Jacky Hanson, Mike Dickinson, Lorna Lees, Mark Pimblett.
Description: First edition. | Hoboken, NJ: John Wiley & Sons, Inc., 2017. | Includes bibliographical references and index. | Identifiers: LCCN 2017015262 (print) | LCCN 2017015851 (ebook) | ISBN 9781119130727 (pdf) | ISBN 9781119130734 (epub) | ISBN 9781119130710 (pbk.)
Subjects: | MESH: Health Education–methods | Simulation Training–methods
Classification: LCC R834.5 (ebook) | LCC R834.5 (print) | NLM WA 18 | DDC 610.76–dc23
LC record available at https://lccn.loc.gov/2017015262

Cover Design: Wiley
Cover Image: Meaden Creative

List of figures

3.1	Experiential learning cycle
3.2	Zone of proximal development (ZPD)
3.3	Activity theory
3.4	Activity theory within emergency medicine
3.5	Activity theory within simulation suite
4.1	Part task trainer for cannulation
6.1	Achieving conscious competence
6.2	Generic competencies for specific scenarios
6.3	Specific competencies related to management of shocked patient
6.4	Example scenario
7.1	The SaIL Diamond
7.2	Sample evaluation form
8.1	ALS treatment of a shockable rhythm
9.1	Miller’s pyramid
9.2	Component elements of medical expertise
10.1	Reported degree of harm to patients NPSA 2011–12 data
10.2	Reported incidence types in England NPSA July 2011–June 2012
10.3	SEIPS
10.4	Model of communication
11.1	The zone of simulation
11.2	The Preston zone of simulation
11.3	Initial steps in planning to receive a trauma patient
11.4	The team approach to the primary survey
11.5	Individual patient pathway
12.1	Dynamic and static elements of the Asthma scenario
12.2	iCoda template for asthma
12.3	A tagged timeline
12.4	Marking matrix
12.5	iCoda template for non‐technical skills
13.1	Part task trainer
13.2	Multipurpose space
13.3	Adaptation of existing facility
13.4	Plans for customised simulation centre
13.5	Wet room

8.1	Distinction between feedback and debrief
10.1	Styles and definitions in leadership
10.2	Situational leadership
11.1	Structure of undergraduate simulation experience
11.2	Sample issues identified for debrief
11.3	Number of actions against learning outcomes of the patient safety programme
11.4	Examples of good practice
11.5	Number of areas of good practice against learning outcomes of the patient safety programme
12.1	Use of social media