Evening Simulator Journal Club The ESJC is usually scheduled for the last week of the month. All of the residents doing a rotation at the simulation center during a given month are to work together to plan, develop, and present a session of interest to residents in the three Harvard departments. The sessions will be limited to ten participants and there is a web sign-up. We advertise the sessions via email and our web site. o Choose a single topic on a clinical subject that you think other residents would like to learn about. Your faculty advisor(s) with support from Dan Raemer or Robert Simon, and you should agree upon the topic and scope in advance. Importantly, the topic should be conducive to simulation. Some examples are: · Managing Chemical Toxins · Handling Intra-operative Anesthesia Machine Failures · Managing Sympathetic Dysreflexias · Differentiating major electrolyte disturbances o Write (one to three) learning objectives for the session. Learning objectives are always written in a particular format that follows this example: After attending this session the participant will be able to recognize the signs and symptoms of hyper and hypo kalemia and calcemia in the intraoperative setting. 1. The learning objective only refers to the learner not the teacher. 2. It states, using active verbs, what the learner will be able to do after the experience. 3. Finally, it is quite specific. (Learning objectives of this form are required for all CME courses and lectures and ACGME curricula.) o Develop a written time-line for the session. It can be very difficult to gauge the time. It is tempting to put too much into the session in an attempt to be complete. Try to remember the adage that you can only impart one or two pearls of wisdom per educational encounter! o Find one or two review articles on the subject. Do not use book chapters as these are often not critically reviewed and do not provide evidence for the reader to judge for themselves. The articles should be distributed to the participants in advance. o Design a scenario or several mini-scenarios on the subject. These should be creatively designed to make one point that supports the learning objectives. Scenarios should leverage the power of the simulation environment to move participants beyond that which they could obtain by reading or talking about a problem. Simulation and other experiential learning modalities force the participant to think, make decisions, and uncover their own strengths and knowledge gaps. Use the simulation tool wisely! The scenario should follow all of the guidelines as listed on this website for scenario development. o Develop an evaluation tool to test whether the learning objectives have been met. The usual methods are a quiz or test, an experiential exam, or self-report. The quiz or test is easy to develop and we are all very used to this. Keep in mind that quizzes and tests do best at measuring facts and understanding but do little to test one’s ability to assimilate and apply information. Experiential exams do better at testing one’s ability to apply information, but they are cumbersome to administer and very difficult to score objectively. Self-reports are easy to develop, but lack some of the objectivity of the other methods. The method you choose is up to you, but get some advice from Robert Simon who has some expertise in this area. o Develop a tool to evaluate the course. This is usually done with a self- report survey at the end of the session. Always ask if the goals were clear and have been met. Also, solicit open text feedback for improvement.
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