High fidelity simulation in medical education

1. High fidelity simulation in medical education Roger Kneebone Department of Biosurgery & Technology Imperial College London

2. Simulation

3. Acknowledgements • Dr Debra Nestel • Dr Fernando Bello • Jenna Lau • Prof Sir Ara Darzi • Other colleagues at Imperial College London

4. M Ed in Surgical Education • Started in 2005 • Only one in the UK • 2 year part time programme • http://www3.imperial.ac.uk/edudev/professionaldevelopment/surgicaleducation

5. Surgical skills

6. What is surgical competence? KNOWLEDGE DECISIONMAKING SURGICAL COMPETENCE DEXTERITY COMMUNICATION

7. Realism, fidelity and context

8. Educational theory

9. Theoretical framework • Gaining technical proficiency • The place of expert assistance • Learning within a professional context • Affective component of learning

10. Gaining technical proficiency • Acquisition of expertise (Ericsson) • Sustained deliberate practice over many years • Motivation, retention & overlearning • Fighting automatisation • Massed vs distributed practice

11. The place of expert assistance • Zone of Proximal Development (Vygotsky) • Scaffolding (Bruner) & contingent instruction (Wood) • Recursiveness (Tharp & Gallimore) • Distributed resources (Guile & Young) • Feedback

12. Learning within a professional context • Situated learning (Lave & Wenger) • Apprenticeship • Communities of practice and learning • Legitimate peripheral participation • Power structures & teamworking • The social construction of identity (Bleakley)

13. Affective component of learning • Emotional content of learning (Boud) • Positive and negative effects • Importance often overlooked • Supportive learning environment essential

14. Desiderata • Repeated practice in a safe environment • Expert guidance when needed • Relevant to actual clinical practice • Learning with others in an authentic context • Supportive, learner-centred milieu

15. The reality • Isolated, one-off training courses • Limited or no provision for sustained practice • Tutor support and feedback variable • Artificial setting, unrelated to clinical practice • Organisational pressures >> learner-centred

16. Learning clinical procedures What happens now?

17. Technical skills out of context

19. Competence and performance • Skills centres • ‘Shows how’ • Safe but limited simulated environment • Clinical practice • ‘Does’ • Complexities and dangers of real life

20. Clinical procedures • Performing a procedure on a conscious patient … • while interacting effectively with the patient and members of the healthcare team … • combining technical skill, communication and professionalism … • responding appropriately to different levels of challenge

21. Procedures on conscious patients • Need • Technical skills • Communication • Professionalism • Must be integrated but are taught separately • Conditions for holistic professional practice

22. Patient focused simulation

23. What is Patient Focused Simulation? • Hybrid simulation • Presence of a ‘real’ patient in a scenario • Patient played by professional actor • Linked to inanimate model or VR simulator • Variable levels of challenge • Unpredictability mirrors real life

24. Suturing

27. Endoscopy

28. Carotid endarterectomy • Technically complex procedure • Patient conscious • Crises during simulation • Simulated patient Black, Wetzel, Kneebone, Nestel, Wolfe, Darzi 2005

29. Patient focused simulation • Real person – different qualitative experience • ‘Realistic unpredictability’ • Reflects actual practice • Highlights the patient’s perspective • Assures patient safety

30. Wide sampling of holistic skills Assessment and feedback

31. Integratedprocedural performance instrument IPPI

32. IV infusion Blood cultures IM injection SC injection – explaining to patient Suturing a wound Performing an ECG Using a nebuliser & measuring peak flow Urinary catheterisation Procedures

33. IPPI session • Clinical procedures • 8 scenarios • Range of challenges • Inanimate model or medical equipment • Simulated patient • Trained actor playing patient role • Compliant, angry, disabled, distressed, confused • Trained to provide feedback

34. Vaginal examination in context

35. The teacher’s and the learner’s perspective What changes when we become expert?

37. Threshold concepts Jan Meyer University of Durham, UK Ray Land University of Strathclyde, UK

38. Simulation or real life An unhelpful preoccupation with the abnormal?

39. How should we use simulation?

40. CLINICAL ENVIRONMENT Patients Clinical practice Clinicalsupervision Tutor support Simulator-based practice Simulators SIMULATED ENVIRONMENT

41. CLINICAL ENVIRONMENT Patients Identify learning need Reapply skill Review Continue Clinicalsupervision Tutor support Simulatorbasedpractice Further practice as needed Simulators SIMULATED ENVIRONMENT

42. Conclusions • Simulation offers a rich environment where many important things can be learned • Beware the hegemony of technology • Parallel universe which mirrors clinical reality • Identify learning needs in the real world • Practise and assess using simulation • Reapply in the real world • Our challenge - to integrate these worlds

43. r.kneebone@imperial.ac.uk