Simulation Scenario Medical Record Guide by AndyMcNally


									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
         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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