Simulation-Based Assessment

This critique on simulation-based assessment was written by Alice Gray, a PGY 4 in Emergency Medicine at The University of Toronto and 2017 SHRED [Simulation, Health Sciences, Resuscitation for the Emergency Department] Fellow. You like to run simulations.  You have become adept at creating innovative and insightful simulations. You have honed your skills in leading … Continue reading Simulation-Based Assessment

Cashing out by buying in – How expensive does a mannequin have to be to call a simulation “high fidelity?”

This critique on simulation fidelity was written by Alia Dharamsi, a PGY 4 in Emergency Medicine at The University of Toronto and 2017 SHRED [Simulation, Health Sciences, Resuscitation for the Emergency Department] Fellow. How expensive does a mannequin have to be to call a simulation “high fidelity?” That was the question I was pondering this week, … Continue reading Cashing out by buying in – How expensive does a mannequin have to be to call a simulation “high fidelity?”

Debriefing Techniques – the Art of Guided Reflection

Simulation without debriefing is really just an expensive way of either making learners feel badly about themselves or allowing learners to practice performing poorly. This is why the theory behind debriefing is so important. Debriefing is one of the most amazing teaching tools available to an instructor. Debriefing allows insight into a learner’s thought process … Continue reading Debriefing Techniques – the Art of Guided Reflection

How to develop targeted simulation learning objectives – Part 2: The Practice

In part 1 of this two part series (https://emsimcases.com/2015/04/21/how-to-develop-targeted-simulation-learning-objectives-part-1-the-theory/), we used the revised Bloom’s taxonomy to describe an approach to developing simulation-based learning objectives by targeting a specific, complex knowledge domain and a higher level cognitive process. Now that we know the theory behind making targeted simulation learning objectives, what kind of learning objectives should … Continue reading How to develop targeted simulation learning objectives – Part 2: The Practice

Simulation olympics: innovations that showcase EM resident resuscitation skills

This post is written by Dr. Damon Dagnone. Dr. Dagnone is an Assistant Professor in the Department of Emergency Medicine and the Faculty Lead of CBME for Postgraduate MedEd at Queen's University. He is the Director of the Queen's Simulation Olympics and is also the Co-Chair of the CAEP Simulation Olympiad. When not in the sim … Continue reading Simulation olympics: innovations that showcase EM resident resuscitation skills

Case progression: states, modifiers and triggers

In order for a simulated scenario to run smoothly, the case progression needs to be planned for in advance. This involves determining which states the patient simulator progresses through, how modifiers may change features of those states and what triggers will be used to change between states. A working understanding of these terms makes developing … Continue reading Case progression: states, modifiers and triggers

How to develop targeted simulation learning objectives – Part 1: The Theory

Simulation has filled a void that was once present in medical education. Written and oral examinations continue to be used to assess Miller’s “knows” and “knows how” levels of performance while clinical rotation evaluations rest at the top of the triangle: “Does”. Simulation completes Miller’s triangle by allowing learners to “show how” their knowledge and … Continue reading How to develop targeted simulation learning objectives – Part 1: The Theory