Engaging resident education trough simulation competitions ingrassia pl

Pier Luigi Ingrassia, MD, PhD

Engaging Resident Education trough Simulation Competitions

Pier Luigi Ingrassia, MD, PhD@ [email protected]

PLIngrassiaw http://simnova.unipmn.it

Professional ExperiencesDirector of Simulation Centre SIMNOVA and Vice-director of Research Centre in Emergency and Disaster Medicine CRIMEDIM, Università del Piemonte Orientale

Technical Officer in Emergency Medical Services and Hospital System of WHO, Regional Office for Europe

Faculty member of II Level Master European Master in Disaster Medicine and visiting professor at Vriet Universiteit Brussel, Belgium

Education Consultant in Anaesthesia and Intensive Care at Maggiore della Carità Hospital, Novara European Masters in Disaster Medicine in 2002/2003 PhD programme in Clinical and Experiemntal Medicine (Disaster Education) at Università del Piemonte Orientale

This presentation was give on the 9th EUROPEAN CONGRESS ON EMERGENCY MEDICINE, held in Turin on 10-14 October 2015

Education and competition are two universal ingredients of all human cultures!

INTRODUCTION

Is competition necessary in the learning process?

http://www.debate.org/opinions/is-competition-necessary-in-the-learning-process

Marcus Verrius Flaccus, a Roman teacher famous in the late 1st century BC, is credited to have introduced the principle of competition among his students as a pedagogical aid. He awarded attractive books as prizes.

The Italian scholar Battista Guarino (1434--1513) writes in his account of proper educational techniques, De ordine docendi et studendi, that teachers should refrain from physically punishing pupils, and that students are stimulated best by competition, which can be intensified by pairing them off.

INTRODUCTION

While modern Olympic Games (1896) preparations were in progress, EötvösUniversity in Budapest, Hungary, organized the first national mathematics contest ever in 1894!

INTRODUCTION

TEACHING«GENERATION Y»Works in groups

with hand-on experiences

Enjoy trials and

errors

Does not highly

value readingand listening to

lectures

Want learning to

be creative,

interactive, and

fun

Enjoy thinkingoutside the box

Eckleberry-Hunt J & Tucciarone J. The Challenges and Opportunities of Teaching Generation Y. J Grad Med Educ. 2011 Dec;3(4):458-61.

Gamification is the process by which users are encouraged and enticed to perform tasks by incorporating elements of game design

LITERATURE SUPPORT

Weng et al.: Effectiveness of national evidence-based medicine competition in Taiwan.BMC Medical Education 2013; 13:66

Morritz T, Seehafer RW, Maatz-Majestic E: A studentcompetition to develop an innovative alcohol educationstrategy. J Am Coll Health 1993, 41 (6):283-286.

Htwe TT, Sabaridah I, Rajyaguru KM, Mazidah AM: Pathologycrossword competition: an active and easy way of learningpathology in undergraduate medical education. Singapore Med J 2012, 53 (2):121–123

LITERATURE SUPPORT

Upon completion of each simulated clinical encounter, judges assess and discuss participants’ clinicalactions and team dynamics.The audiences vote on a winner via an audience response system.

Staged at:

WHY?

The theory of social constructivism emphasizes that individuals create their own knowledge based on how they relate new information to what they have previously experienced, and additionally recognizes the value of social interactions in the learning process, meaning that people clarify personal conceptions as they interact with the understandings of others.

SimWars theoretically combines collaboration with peers

Observational learning is the learning that takes place through watching others

Participants’ aim is to demonstrate and gain

clinical knowledge teamwork Communication patient management skills

Clapper TC. Beyond Knowles: what those conducting simulation need to know about adult learning theory? Clinical Simulation in Nursing. 2010;6:e7-e14

Recent research supports the potential benefits to improved knowledge retention while in stressful situation

Fraser K, et al. Learning during simulation training is prone to retroactive interference. Med Educ 2012;46:299–305

Demaria S, et al. Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participantperformance. Med Educ 2010;44:1006–15.

All the interviewees agreed that Sim-Wars was helpful for the following reasons

Results:

(1) SimWars can be a meaningful instructional(2) Debriefings and a well-structured rubric are essential; (3) Competition motivates participants to do their best, but can have a

negative impact on them; (4) Residents expect to use the clinical skills, patient management and

teamwork skills practiced in SimWars; and (5) Residents need more training on teamwork

OBJECTIVES

make Italian residents aware about features and beneficialssimulation

Experiment different type of simulations/simulators

face ordinary and extra-ordinary situation in critical and emergency care

Try an assessment methodology

SIMCUP ITALIA 2015

SIM Circuit

European BoardExamination

SIM Circuit

High FidelityMedium Fidelity

Virtual Reality Task Trainer

StandardizedPatient

Task Trainer Task Trainer

Low Fidelity Task TrainerHigh Fidelity High Fidelity High Fidelity

TEAM TRAINING INDIVIDUAL TRAINING

Adult Hospital Emergency

Advanced Cardiac Life

Support

Mass CasualtyIncident

LumbarPuncture

FAST Ultrasound

Basic SurgicalSkill

Central IVs

Quality CPREmergency

BronchoscopyAdult Pre-Hospital

Emergency

ObstetricEmergency

PediatricNeonatal

Emergency

TEAM TRAINING INDIVIDUAL TRAINING

For each Sim Station

INDIVIDUAL TRAINING

TEAM TRAINING

TEAM A

TEAM B

TEAM C

TEAM D

TEAM E

TEAM F

TEAM 1

TEAM 2

TEAM 3

TEAM 4

TEAM X

TEAM Y

WINNER

Semifinals FinalSim Circuit

SemifinalsFinals

SemifinalsFinals

WINNER

Debriefing time constraints can limit opportunities to provide sufficient feedback for participants, especially at an individual level.

PARTICIPANTS FEEDBACK

PARTICIPANTS FEEDBACK

PARTICIPANTS FEEDBACK

SPECIAL THANK

Dr LUCA CARENZO

Via Ferrucci 33 / Via Lanino 1 – 28100 Novara, Italia

Tel/fax: +390321660620

Web: http://crimedim.med.unipmn.it

E-mail: [email protected]