This course is in collaboration with the NHET-Sim program- Monash University, Australia. It consists of online modules to all participants and in-person, for national participants, while international participants will attend online via WebEx platform. Lectures and hands on simulation-based education will be delivered throughout three consecutive days on January 19 , 20 and 21, 2023: 

Day 1: Teaching, Learning and Simulation in the Clinical Context

Day 2: Applied simulation in health professional education

Day 3: Use of simulation-based education for assessment
 

Program Curriculum

1- Goals and Objectives

Participants who complete the class will be able to:

a-     Demonstrate knowledge in organizing and running simulation scenarios.

b-    Demonstrate knowledge and understanding of the learning theories that underpin simulation learning and teaching.

c-     Demonstrate proficiency in how to deliver feedback and conduct a debriefing session

d-    Demonstrate knowledge and understanding of the OSCE as an assessment tool  

2- Detailed Program Curriculum          

Day 1: Teaching, Learning and Simulation in the Clinical Context 

Synopsis: The focus of the module is to provide the rationale for healthcare simulation including the role of patient safety. This module provides the fundamental knowledge on simulation as an educational method. It will explore the theories relevant to the use of a wide range of simulation modalities (e.g., task trainers, mannequins, standardized patients, virtual patients) and development in domains (e.g., knowledge, skills, and attitude). In addition, this module will raise awareness of the advantages and disadvantages of using and designing simulation-based training activities to create effective, high-quality learning and training opportunities for health care professionals.

Intended Learning Outcomes

On completion of this unit, participants will be able to:

1. Describe the use of simulation-based teaching and assessment in health professions education
2. Demonstrate a basic understanding of the different types of simulations, including their strengths and weaknesses 

Day 2: Applied Simulation 

Synopsis: The participant will be introduced to the practical strategies related to planning, designing, and delivering simulation-based learning. Specific detail includes simulation scenario development and debriefing methods.

Intended Learning Outcomes

 On completion of this unit, participants will be able to:

1. Describe the phases of a simulation scenario and the different impact each phase has on the learning experience.
2. Design a simulation session according to best practice, inclusive of preparation, delivery, and debriefing components.
3. Describe and analyze simulation debriefing methods

Synopsis: This unit will provide participants with the opportunity to examine the processes related to the implementation of simulation into the curriculum of a healthcare school. A full range of simulated methods will be examined including case-based learning, professional and clinical skills acquisition using simulated patients, authentic e-learning environments and low, medium to high fidelity clinical simulators. Participants will explore the characteristics of effective simulation-based educational environments, with a focus on designing simulation programs within their own context.

Intended Learning Outcomes

 On completion of this unit participants will be able to:

1. Design a simulated learning experience or program in a specific health professional context based on best evidence practice and with links to curricula and outcomes.
2. Recognize the important role of formative assessment and how to conduct a debriefing session.
3. Identify areas where simulations can be used for summative purposes. 

​National Health Education and Training in Simulation (NHET-Sim)

The NHET-Sim program is a nationwide training program for healthcare professionals and their educators aimed at improving clinical training capacity. NHET-Sim is designed for anyone who currently or intends to use simulation as an educational method to support the development of healthcare students and professionals. The program consists of online modules and in person workshops on simulation-based education and has been developed and reviewed by leaders in the simulation field across Australia and internationally. The course is composed of 2 core modules and 12 elective modules listed below.

Core Modules 

Two core modules must be completed by all participants. Each module is estimated to take 3 h.

C1: Simulation-based education: Contemporary issues for the health professions

This module provides fundamental knowledge on simulation as an educational method. The focus of the module is to provide the rationale for healthcare simulation including the role of patient safety. We present some evidence for its effectiveness as an educational method. We introduce a broad range of simulation modalities, which can be explored in later modules. This module also draws on the experiences of international experts and local providers of simulation. It is intended to prompt reflection on participants’ own practices. We introduce simulation phases as a means of designing effective educational interventions. We also take a brief look at theory that informs simulation practice. It is beyond the scope of this module to achieve much more but we are confident that if participants are new to simulation-based education, they will finish this module wanting to know more.

C2: Being a simulation educator 

This module covers basic principles of simulation with a particular focus on educational design for simulation scenarios, briefing and debriefing practices. We consider what it means to be a simulation educator. Even if you are mainly involved in technical aspects of simulation-based education (SBE), we considered it important to be exposed to the core elements of the work of a simulation educator. This module facilitates formation of a local community of practice by bringing participants together to discuss and practice SBE and training techniques.

Elective Modules 

Twelve modules. Each module is estimated to take 3 hours to complete.

S1: Being a simulation technician 

This module explores the roles and responsibilities of simulation technicians. It discusses aspects of simulation in relation to occupational health and safety including hazard analysis, risk assessment, preventative maintenance and incident reporting. The module also provides an overview of commonly used scenarios, conditions and drugs within simulation.

S2: Simulator fundamentals

This module introduces participants to the fundamentals of simulators. It explores the considerations of task allocations for simulation-based education as well as the rationale behind choice of equipment for SBE. The different modes of mannequin programming is also explored including the advantages and disadvantages. It is recommended that participants complete S2 prior to undertaking S3 or S4.

S3: Technology-based simulators and simulations

This module will describe a variety of audio-visual parameters used in the SBE environment and explore the advantages and disadvantages of their use. Mannequin programming will be explored in greater detail as will the set-up and connection for different types of mannequins. Completion of S2 is recommended prior to undertaking S3.

S4: Delivering technology-based simulations

This module is designed for simulation educators and technicians and provides the opportunity to articulate the process required to design and deliver a scenario. The use of constructive feedback in critique is explored as is different techniques for moulage and the use of video in debriefing. Completion of S2 is recommended prior to undertaking S4.

S5: Simulated patient methodology

This module introduces the concept of simulated patient (SP) methodology. SPs are real people trained to portray patients and to give feedback to learners on their interactions. That is, SPs help to provide a “patient” and “learner” safe environment in which to rehearse “patient-centeredness” and other critical facets of healthcare professionalism. The module provides participants with an opportunity to explore key concepts such as the scope of practice of SPs, the preparation of SPs for role portrayal and practicalities of the method. Participants will develop an SP role and those attending the workshop enact the role portrayal training approach.

S6: Patient focused simulations

Patient focused simulations are hybrid simulations that enable the integration of the broad set of skills required for safe and effective procedural and operative skills. For example, in learning how to perform an intravenous cannulation, a learner is likely to progress from basic knowledge of anatomy, physiology and the indications for the procedure, to knowledge of the equipment and steps in the procedure. The psychomotor skills can be learned on a simulator. In real clinical settings, the learner will be required to engage with the patient while performing the procedure. Patient focused simulations connect the simulator and the simulated patient enabling learners to rehearse the whole procedure prior to performing the procedure on real patients. The concept goes beyond basic procedural skills to complex surgical skills. In this module, participants will have the opportunity to review some key concepts in SP methodology and explore the scope of practice of patient focused simulation. The module focuses on training SPs in giving feedback in patient focused simulations.

S7: Virtual environments

This module introduces some core facets of virtual environments and focuses on exploring the breadth of computer-mediated simulation methodologies. It considers a wide range of virtual environments and their potential application to educating healthcare professionals as well as issues such as development cycles, educational approaches and design considerations for virtual patients. It will also assess strengths and weaknesses of virtual environments and encourage critical thinking on the use of technology within your own setting.

S8: Simulated learning environments: Program management

The module provides participants with access to important information in relation to the management of people, environments and simulators relevant to simulated learning environments. There are many considerations in the provision of simulation education including occupational health and safety issues, human resource issues and infrastructure issues including maintenance of simulators. The module provides a forum for sharing of resources such as policy documents between participants.

S9: Debriefing in simulation 

This module provides participants with an opportunity to examine their debriefing practices in detail. The online module revisits core theoretical information on debriefing after simulation activities, as presented in Module C2. It explores conditions for effective debriefing (e.g. effective briefing, creating a ‘safe’ environment etc.) and discusses the role of audiovisual recording. At the conclusion of this module, participants will set goals for further development of their debriefing skills.

S10: Developing Scenarios 

Scenarios are a fundamental part of simulation-based education and require careful planning to enable the simulation episode to meet required learning outcomes. Scenarios can be difficult to develop, and may require several iterations, as they must be authentic as well as support learning. This module will apply theory from previous modules, including those with a modality focus such as manikins, simulated patients, and virtual environments.

S11: Teaching with task trainers 

Task trainers are valuable for supporting learners in developing clinical skills. These can be very basic clinical skills (e.g. intramuscular injection) or more complex (e.g. urinary catheterization) and then those that are more specialized (e.g. central venous line insertion, laparoscopic skills). Specifications of task trainers also range in sophistication from the very basic (e.g. simulated flesh) to highly complex (e.g. virtual reality with haptics). In this module, participants will explore these models and the educational processes that can optimize their use. Participants will be introduced to specific theories and models of skill development as well as exploring the ways in which the task trainers can be used in different educational contexts (e.g. self-directed, peer assisted learning etc.) with different models of feedback (e.g. task trainer generated, peer, facilitator etc

S12: Interprofessional Simulation  

This module provides participants with an opportunity to reflect on how simulation can support the development of interprofessional collaborative practice (IPCP). That is, the ways in which individuals from different professions, disciplines, craft groups and other service roles work together to provide the highest quality care for patients and their families