S3 ASIA’S - SingHealth · 31 October ˜ 4 November 2017 | Academia, Singapore S3 FIRST COLLABORATIVE ASIA’S SIMULATION CONFERENCE At the Crossroads of Simulation... Bringing the

31 October - 4 November 2017 | Academia, Singapore

S3 FIRST COLLABORATIVEASIA’S SIMULATION CONFERENCE

At the Crossroads of Simulation ... Bringing the World Together

ORGANISED BY

1

TABLE OF CONTENTS

At the Crossroads of Simulation... ...Bringing the World Together

WELCOME MESSAGE .........................................................................................................................2

ABOUT THE S3 CONFERENCE 2017 .............................................................................................5

ORGANISING COMMITTEE ..............................................................................................................6

FLOOR PLAN .........................................................................................................................................8

PROGRAMME .....................................................................................................................................10

SPEAKER BIOGRAPHIES .................................................................................................................17

SPEAKER ABSTRACTS......................................................................................................................44

SUBMITTED ABSTRACTS ...............................................................................................................63

EXHIBITORS .........................................................................................................................................82

SPONSORS ...........................................................................................................................................83

CONTENTS

S3 Conference 20172

WELCOME MESSAGE

Assoc Prof Fatimah LateefCo-Organising Chairperson,

S3 Conference 2017

Simulation represents one of the greatest and most impactful developments in the area of medical education, competency acquisition and training. It has evolved with a wide variety of applications, including undergraduate and postgraduate healthcare professionals training, faculty development, scenario-based learning, multi-casualty or patient incidents, virtual reality, standardised patients and many more.

The S3 Conference brings together some of the best minds from Europe, America and Singapore, to share best practices and be updated on the latest and the state-of-the-art simulation capabilities. This collaboration will be another bridge towards solving complex, multi-faceted problems together, making it all the more cost effective and efficient.

Besides the medical, healthcare and scientific components, issues such as culture,

WELCOME TO THE INAUGURAL S3 CONFERENCE

"At the Crossroads of Simulation... ...Bringing the World Closer Together"

communications, soft skills and team work will also be covered. The S3 Conference brings in some industry partners at the forefront of simulation and its related technology as well. It will offer an exciting platform for more networking and partnerships, educational opportunities, technological exposures and research collaboration, with regional and global groups and institutions

Don’t forget to take some time off to also enjoy exotic Singapore; the sights and sounds of our multi-ethnic people and culture. I wish everyone a fruitful conference and an amazing experiential journey through Singapore, especially for the first time visitor.

Together, let us advance our systems thinking and safe design as well as our global healthcare through simulation.

3

WELCOME MESSAGE


Mrs Sigrun Anna QvindeslandCo-Organising Chairperson, S3 Conference 2017

The inaugural S3 Conference 2017 in Singapore is a milestone event for the region in healthcare simulation. SESAM, together with SIMS and SimGHOSTS, will create an exclusive meeting place for the global medical simulation community to network, share experiences, develop ideas and advance patient safety.

Healthcare simulation is an approach that incorporates teamwork, quality improvement, safety and best practices for educators, technicians, participants and institutions, which benefit patients.

The S3 Conference will encourage collaboration across borders and broaden horizons to enhance the way we teach and implement medical simulation. Only by getting to know different perspectives and how expertise from each

profession enhances medical simulation, can we create high-impact, crucial medical simulation training with maximum effectiveness.

At the S3 Conference, you will meet like-minded professionals from all over the world and have the opportunity to discuss your workplace projects.

There will also be dedicated time to study the most advanced simulation techniques from world leaders in medical simulation technology and attend inspiring talks from experts in various fields of medical simulation. We hope that the meaningful feedback and skills updates you will reap from this Conference add new perspective to your work. From all of us at SESAM, SIMS and SimGHOSTS, we look forward to seeing you at the S3 Conference 2017 in Singapore!

"Only by getting to know different perspectives, can we create high-impact, crucial medical simulation training with maximum effectiveness."

S3 Conference 20174

WELCOME MESSAGE

Mr Lance BailyCo-Organising Chairperson,

S3 Conference 2017

The S3 Conference 2017 is a first in SimGHOSTS' seven-year history of simulation education and training. Held in partnership with SIMS and SESAM, this comprehensive conference will provide healthcare professionals with the greatest range of must-know topics. Never before has international expertise from so many domains within healthcare simulation come together in Asia—or the world! The S3 Conference is a unique learning opportunity that has been in development for over three years. The Conference will bring together leading experts in simulation from across the globe and maximise your value with three international conferences at one venue in Singapore. The Conference will explore a spectrum of related simulation specialties, will connect delegates to international peers and facilitate networking with the leading experts in the field. The major players in the medical simulation field will also be present to provide

‘There is something for everyone passionate about medical simulation at the S3 Conference 2017."

the latest training in cutting-edge simulation technology, such as manikin hardware repair workshops, software programming classes, moulage tutorials, and many more. There is something for everyone passionate about medical simulation at the S3 Conference 2017. In the wake of exciting, new innovations in our field, we stand at the crossroad of simulation. Healthcare simulation has reached a point, where the global community of healthcare professionals is moving beyond "early adopters" to the "early majority" stage in the advancement of medical simulation. By being part of the inaugural S3 Conference, SimGHOSTS envisions the empowerment of healthcare simulation professionals. We encourage you to join us at the S3 Conference to adopt and utilise the latest medical simulation technology so that learning and patient safety outcomes are improved. We look forward to seeing you in Singapore!

5

ABOUT THE CONFERENCE


The S3 Conference brings together thought leaders and cutting-edge ideas from three renowned simulation centres to one place—Academia, located in Singapore General Hospital Campus, Singapore.

Hosted by the SingHealth Duke-NUS Institute of Medical Simulation (SIMS), the S3 Conference 2017 is jointly organised by SIMS, Society in Europe for Simulation Applied to Medicine (SESAM) and The Gathering of Healthcare Simulation Technology Specialists (SimGHOSTS).

This international tripartite partnership will provide participating healthcare simulation teams with the best learning and networking opportunities with leading experts worldwide. Themed “At the Crossroad of Simulation; Bringing the World together”, the conference runs 31 October till 4 November 2017 at Academia, located at Singapore General Hospital. The S3 Conference aims to be at the pulse of Asia’s simulation industry and to lead the transformation of simulation in the region and beyond.

ORGANISERS

S3 CONFERENCE

The SingHealth Duke-NUS Institute of Medical Simulation (SIMS) is Singapore’s largest simulation facility with a comprehensive range of simulation modalities, cutting-edge technology and training programmes. SIMS is committed to delivering quality simulation training by providing a safe and supervised environment for healthcare professionals to sharpen their clinical skills. The institute draws upon the synergy of collective expertise, curriculum and resources in SingHealth. With a rich legacy in clinical education, SIMS aims to be the leading global institution in medical simulation, pushing frontiers in patient safety.

Society In Europe For Simulation Applied To Medicine (SESAM)’s mission is to encourage and support the use of simulation in healthcare for the purpose of training and research. Members include physicians and nurses from a broad range of specialties, technicians, engineers, psychologists, physicists and biologists.

SESAM organises and supports meetings in a number of different ways:• The Annual Meeting

brings together simulation enthusiasts from all over the world for a three-day meeting.

• SESAM-supported working meetings allow members to teach colleagues key issues of simulation in an educational format and discuss defined questions in an investigational format.

• SESAM-endorsed meetings are simulation-oriented meetings with relevance for the SESAM membership.

The Gathering of Healthcare Simulation Technology Specialists (SimGHOSTS), is an international, US-based 501(c)(3) non-profit organization dedicated to supporting individuals and institutions operating medical simulation technology and spaces through: hands-on training events, online resources, and professional development. SimGHOSTS envisions a healthcare education culture where people are empowered to use simulation technology to improve learning and patient care outcomes.

S3 Conference 20176

ORGANISING COMMITTEE

Co-Organising Chairpersons

Assoc Prof Fatimah Lateef Director, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore

Mrs Sigrun Anna Qvindesland Simulation Coordinator, Stavanger University Hospital and Stavanger Acute Medicine Foundation for Education and Research (SAFER) Center, Norway

Mr Lance Baily Founder and Executive Director, The Gathering of Healthcare Simulation Technology Specialists (SimGHOSTS), United States of America

Sponsorship Chairperson

Assoc Prof Andrew Tan Co-Director, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore

Abstract Committee

Chairperson

Ms Sabrina Koh Co-Director, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore

Members

Dr Chong Shin Yuet Senior Consultant, Department of Anaesthesiology, Singapore General Hospital, Singapore

Dr Elaine Tan Ching Ching Consultant, Accident and Emergency Department, Changi General Hospital, Singapore

Special Thanks

Proposal & Abstract Reviewers

ORGANISING COMMITTEE

Assoc Prof Ingunn Aase

Dr Amit Kansal

Ms Rachel Bailey

Mr Lance Baily

Dr Baliga Janardhan

Mr Ron Brendel

Dr Michael Chia

Dr Lisa Conlon

Asst Prof Scott B. Crawford

Mr Todd Dadaleares

Dr Peter Dieckmann

Assoc Prof Dagrunn Dyrstad

Assoc Prof Hege Ersdal

Dr Yvonne Goh

Dr Hairil Rizal

Prof Britt Sætre Hansen

Ms Lena Heimvik

Assoc Prof Sissel I. Husebø

Prof Hwang Nian Chih

Dr Jansen Koh

Dr Lee Su Min

Dr Loo Shi

Mr Helge Lorentzen

Dr May Mok

Dr Gene Ong

Dr Ong Hwee Kuan

Dr Dinker Pai

Dr Pek Jen Heng

Mrs Sigrun Qvindesland

Dr Sewa Duu Wen

Dr Tan Eng Loy

Dr Thng Shin Ying

Dr Clement Yan

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S3 Conference 20178

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S3 Conference 201710

PROGRAMME

VENUETIME

L1-S3 (Level 1)

L2-S1 (Level 2)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)

L2-T2 (Level 2)

PROCEDURAL SKILLS LABORATORY (PSL)

(Level 2)

WHITE SPACE (Level 2)

VENUETIME

1100–1250 REGISTRATION REGISTRATION 1100–1250

1300–1340OPENING CEREMONY OPENING CEREMONY

1300–1340Guest-of-Honour: Dr Lam Pin Min, Senior Minister of State, Ministry of Health, Singapore Guest-of-Honour: Dr Lam Pin Min, Senior Minister of State, Ministry of Health, Singapore

1340–1410 BREAK, EXHIBITION, AND POSTER DISPLAY BREAK, EXHIBITION, AND POSTER DISPLAY 1340–1410

1410–1455

KEYNOTE LECTURE I KEYNOTE LECTURE I

1410–1455Handling Variation is a Good Thing — The Learning from Success Approach to Simulation

by Dr Peter Dieckmann

Handling Variation is a Good Thing — The Learning from Success Approach to Simulation


1500–1630

Assessment Using Simulation

Administration & Centre

Management

Curriculum Design & Development

Faculty Development & Debriefing


Operations Staff Development

Technology & Operations


1500–1630Design for the Purpose: Simulation-based Assessments

in Different Assessment Settings

Effective Design and Management of

a Simulation Centre

Designing Effective Simulation-based

Curricula for Microsurgery

Planning a Simulation Session —

Technical & Clinical Pearls

Multidisciplinary In Situ Simulation in

Perioperative and Critical Care —

An Introduction

Healthcare Clinical Practice and

Application to Simulation

Hollywood 101: Becoming a Director

to Improve Simulation

An Introduction to Moulage


1645–1730EXPERT PANEL EXPERT PANEL

1645–1730Human Factors in Safety and Risk Management Human Factors in Safety and Risk Management

1830–2200RECEPTION NIGHT RECEPTION NIGHT

1830–2200Chartered buses from conference venue to Reception Night venue begin operating from 1740

Chartered buses from conference venue to Reception Night venue begin operating from 1740

END OF DAY ONE PROGRAMME END OF DAY ONE PROGRAMME

DAY ONE (1 NOVEMBER, WEDNESDAY)

Programme details correct at time of printing. Seats are available on a first come, first served basis.

11

PROGRAMME


VENUETIME

L1-S3 (Level 1)

L2-S1 (Level 2)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)

L2-T2 (Level 2)


(Level 2)


VENUETIME


1300–1340OPENING CEREMONY OPENING CEREMONY

1300–1340Guest-of-Honour: Dr Lam Pin Min, Senior Minister of State, Ministry of Health, Singapore Guest-of-Honour: Dr Lam Pin Min, Senior Minister of State, Ministry of Health, Singapore


1410–1455

KEYNOTE LECTURE I KEYNOTE LECTURE I

1410–1455Handling Variation is a Good Thing — The Learning from Success Approach to Simulation


Handling Variation is a Good Thing — The Learning from Success Approach to Simulation


1500–1630



Management







1500–1630Design for the Purpose: Simulation-based Assessments

in Different Assessment Settings

Effective Design and Management of

a Simulation Centre

Designing Effective Simulation-based

Curricula for Microsurgery

Planning a Simulation Session —

Technical & Clinical Pearls

Multidisciplinary In Situ Simulation in

Perioperative and Critical Care —

An Introduction

Healthcare Clinical Practice and

Application to Simulation

Hollywood 101: Becoming a Director

to Improve Simulation

An Introduction to Moulage


1645–1730EXPERT PANEL EXPERT PANEL

1645–1730Human Factors in Safety and Risk Management Human Factors in Safety and Risk Management

1830–2200RECEPTION NIGHT RECEPTION NIGHT

1830–2200Chartered buses from conference venue to Reception Night venue begin operating from 1740

Chartered buses from conference venue to Reception Night venue begin operating from 1740

END OF DAY ONE PROGRAMME END OF DAY ONE PROGRAMME

DAY ONE (1 NOVEMBER, WEDNESDAY) (Continued)



PROGRAMME

VENUETIME

L1-S1 (Level 1)

L1-S3 (Level 1)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)


(Level 2)


VENUETIME


0845–0930

KEYNOTE LECTURE II KEYNOTE LECTURE II0845–0930Digital Disruption in Healthcare Training

by Mr Bruce LiangDigital Disruption in Healthcare Training

by Mr Bruce Liang

0930–1000 BREAK AND EXHIBITION BREAK AND EXHIBITION 0930–1000

1000–1130





Interprofessional Education

Administration & Centre Management


1000–1130Evaluating Simulation

Initiatives — The Narnia Wardrobe

Designing and Implementing Scenarios and

Debriefings Based on the Learning

from Success (LFS) Approach

Job Description and Technical

Competencies for Simulation

Technicians

A Systems Approach to Effectively Design

Healthcare Simulations

Using In Situ Simulation and Interprofessional Education to Teach Infection Control

during Resuscitation

How to Innovate in Your Simulation Centre

Moulage Workshop

1135–1220PLENARY SESSION PLENARY SESSION

1135–1220Introducing a Hospital-wide Implementation of a Team Training Programme Introducing a Hospital-wide Implementation of a Team Training Programme

1220–1300 POSTER PRESENTATION POSTER PRESENTATION 1220–1300

1245–1345 LUNCH SYMPOSIUM LUNCH SYMPOSIUM 1245–1345

1300–1400 LUNCH & EXHIBITION LUNCH & EXHIBITION 1300–1400

1400–1530



Oral Presentation


Technology & Operations Technology & Operations Technology & Operations

1400–1530Medical 3D Printing

101 — From DiCOM to 3D Printed Model

Reflective Learning through Blended

Debriefing

Designing Human Factors into

Simulation Scenarios

Audio Equipment and Implementation

for Simulation

Why Healthcare Needs Aviation’s Black Box

Technology

Full Body Moulage for Emergency Trauma

Simulation (Part One)


1600–1730





Technology & Operations Assessment Using Simulation


1600–1730Flipped Classroom Approach for

Simulation

Overview of Debriefing & Simulation

Learning Theory

There’s an App for That — Performance-

boosting Apps

Measuring Non-technical Skills

with the Scottish Non-technical Skills

Framework

Same Sim Different Day Nuts & Bolts of Assessment Using Simulation


Simulation (Part Two)

END OF DAY TWO PROGRAMME END OF DAY TWO PROGRAMME

DAY TWO (2 NOVEMBER, THURSDAY)


13

PROGRAMME


VENUETIME

L1-S1 (Level 1)

L1-S3 (Level 1)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)


(Level 2)


VENUETIME


0845–0930

KEYNOTE LECTURE II KEYNOTE LECTURE II0845–0930Digital Disruption in Healthcare Training

by Mr Bruce LiangDigital Disruption in Healthcare Training

by Mr Bruce Liang

0930–1000 BREAK AND EXHIBITION BREAK AND EXHIBITION 0930–1000

1000–1130






Administration & Centre Management


1000–1130Evaluating Simulation

Initiatives — The Narnia Wardrobe

Designing and Implementing Scenarios and

Debriefings Based on the Learning

from Success (LFS) Approach

Job Description and Technical

Competencies for Simulation

Technicians

A Systems Approach to Effectively Design

Healthcare Simulations

Using In Situ Simulation and Interprofessional Education to Teach Infection Control

during Resuscitation

How to Innovate in Your Simulation Centre

Moulage Workshop

1135–1220PLENARY SESSION PLENARY SESSION

1135–1220Introducing a Hospital-wide Implementation of a Team Training Programme Introducing a Hospital-wide Implementation of a Team Training Programme

1220–1300 POSTER PRESENTATION POSTER PRESENTATION 1220–1300

1245–1345 LUNCH SYMPOSIUM LUNCH SYMPOSIUM 1245–1345


1400–1530



Oral Presentation


Technology & Operations Technology & Operations Technology & Operations

1400–1530Medical 3D Printing

101 — From DiCOM to 3D Printed Model

Reflective Learning through Blended

Debriefing

Designing Human Factors into

Simulation Scenarios

Audio Equipment and Implementation

for Simulation

Why Healthcare Needs Aviation’s Black Box

Technology


Simulation (Part One)


1600–1730





Technology & Operations Assessment Using Simulation


1600–1730Flipped Classroom Approach for

Simulation

Overview of Debriefing & Simulation

Learning Theory

There’s an App for That — Performance-

boosting Apps

Measuring Non-technical Skills

with the Scottish Non-technical Skills

Framework

Same Sim Different Day Nuts & Bolts of Assessment Using Simulation


Simulation (Part Two)

END OF DAY TWO PROGRAMME END OF DAY TWO PROGRAMME

DAY TWO (2 NOVEMBER, THURSDAY) (Continued)



PROGRAMME

VENUETIME

L1-S1 (Level 1)

L1-S3 (Level 1)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)

L2-T2 (Level 2)


(Level 2)


VENUETIME


0845–0930

KEYNOTE LECTURE III KEYNOTE LECTURE III0845–0930High Performance Teams, Transformational Learning Environment

by Assoc Prof Fatimah LateefHigh Performance Teams, Transformational Learning Environment

by Assoc Prof Fatimah Lateef


1000–1130








1000–1130Fundamentals of

Standardised / Simulated Patient

Methodology

Faculty Development in Simulation

3D Printing in Education —

Application and Observation

Creating Robust Simulation Scenarios

for Local Contexts

Fabricate to Simulate The Day of the Tech: How to Increase

Support and Programme Success through Additional

Technical Staff

Building an Ultra-high Fidelity PICU

Simulation for Orienting Nurses

1135–1220

KEYNOTE LECTURE IV KEYNOTE LECTURE IV1135–1220Simulation Technology and Operations — Insight, Innovation, and Integration

by Asst Prof Scott B. CrawfordSimulation Technology and Operations — Insight, Innovation, and Integration

by Asst Prof Scott B. Crawford


1320–1450


Integration of Research In Simulation

Oral Presentation






1320–1450Interprofessional Education Using

Simulation

Turn Your Everyday Simulation Activity

into Research

Making Multi-professional

Simulation Work in Patient Safety

Investigations

Audio Issues in Simulation — Theory

and Practices

Medical or Non-medical —

That is the Question

Neonatal Resuscitation

Training: Journey from Traditional to

Technology-assisted Learning and Gamification

Mass Casualty Incident Demonstration


1500–1630


Faculty Development &

Debriefing


Management




1500–1630Developing Tools for Assessment in

Simulation

How Debriefings Unfold in Different

National and Professional Cultures

SESAM Accreditation of Simulation-

based Educational Institutions

Briefing & Debriefing Practices in Healthcare

Simulation: "Bookends" to

Promote Learning

From High Fidelity to High Feedback —

What is the Affordance?

Teaching Others to Use and Troubleshoot

Technology

END OF DAY THREE PROGRAMME END OF DAY THREE PROGRAMME

DAY THREE (3 NOVEMBER, FRIDAY)


15

PROGRAMME


VENUETIME

L1-S1 (Level 1)

L1-S3 (Level 1)

L2-S2 (Level 2)

L2-S3 & L2-S4 (Level 2)

L2-T1 (Level 2)

L2-T2 (Level 2)


(Level 2)


VENUETIME


0845–0930

KEYNOTE LECTURE III KEYNOTE LECTURE III0845–0930High Performance Teams, Transformational Learning Environment

by Assoc Prof Fatimah LateefHigh Performance Teams, Transformational Learning Environment

by Assoc Prof Fatimah Lateef


1000–1130








1000–1130Fundamentals of

Standardised / Simulated Patient

Methodology

Faculty Development in Simulation

3D Printing in Education —

Application and Observation

Creating Robust Simulation Scenarios

for Local Contexts

Fabricate to Simulate The Day of the Tech: How to Increase

Support and Programme Success through Additional

Technical Staff

Building an Ultra-high Fidelity PICU

Simulation for Orienting Nurses

1135–1220

KEYNOTE LECTURE IV KEYNOTE LECTURE IV1135–1220Simulation Technology and Operations — Insight, Innovation, and Integration

by Asst Prof Scott B. CrawfordSimulation Technology and Operations — Insight, Innovation, and Integration

by Asst Prof Scott B. Crawford


1320–1450


Integration of Research In Simulation

Oral Presentation






1320–1450Interprofessional Education Using

Simulation

Turn Your Everyday Simulation Activity

into Research

Making Multi-professional

Simulation Work in Patient Safety

Investigations

Audio Issues in Simulation — Theory

and Practices

Medical or Non-medical —

That is the Question

Neonatal Resuscitation

Training: Journey from Traditional to

Technology-assisted Learning and Gamification

Mass Casualty Incident Demonstration


1500–1630


Faculty Development &

Debriefing


Management




1500–1630Developing Tools for Assessment in

Simulation

How Debriefings Unfold in Different

National and Professional Cultures

SESAM Accreditation of Simulation-

based Educational Institutions

Briefing & Debriefing Practices in Healthcare

Simulation: "Bookends" to

Promote Learning

From High Fidelity to High Feedback —

What is the Affordance?

Teaching Others to Use and Troubleshoot

Technology

END OF DAY THREE PROGRAMME END OF DAY THREE PROGRAMME

DAY THREE (3 NOVEMBER, FRIDAY) (Continued)


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SPEAKER BIOGRAPHIES


Mr Ahmad Khairil Bin MOHAMAssistant Nurse Clinician, Department of Acute Care Clinic, Sengkang Health, Singapore

Mr Ahmad Khairil Bin Mohamed Jamil is a clinical instructor and Assistant Nurse Clinician at the Acute Care Clinic, at Sengkang Health. Mr Ahmad Kharil graduated with a Bachelor of Nursing from Curtin University of Technology and an Advanced Diploma in Clinical Nursing (Emergency Nursing). He is highly engaged clinically in patient care, and he is also a trained clinical instructor serving an educator’s role on the ground. Mr Ahmad Khairil has been involved in the unit’s Interprofessional Simulation In-Situ. He is also instrumental in the development of the Triage course for nurses, Basic Trauma course and Basic ECG interpretation. The courses are conducted unit-based utilising simulation, case study and deliberate practice as education methodology. He is also involved in the planning and hosting for HMDP Visiting Expert FY17, themed Trauma and Disaster Nursing.

Dr Alex JOSEPHConsultant, Department of Anaesthesia and Surgical Intensive Care, Changi General Hospital, Singapore

Dr Alex Joseph is a Consultant at Changi General Hospital (CGH). He has been actively involved in medical education since his qualification. Currently, he is a Faculty of the Care of Critically Ill Surgical Patient® (CRiISP) Course (CGH), Cadaveric Advanced Airway Workshop (CGH), Basic Intensive Care Unit (ICU) course (NUH), echo courses, and an Advanced Cardiovascular Life Support (ACLS) instructor (SingHealth). He is also a MMed part 1 and 2 examiner. Dr Alex is the course director of the highly popular CGH Primary FRCA/MCAI international preparatory course, which was started in 2014 and runs twice a year.Dr Alex was formerly an integral part of the Academic and Regional Anaesthesia Training Faculty at the University College London Hospitals (UCLH) and Royal Free Hospital in London since 2008, and has been a regular Faculty and organiser for the primary and final Fellow of the Royal College of Anaesthetists (FRCA) courses, simulation teaching, Advanced Airway courses and ultrasound guided regional Anaesthesia courses.

SPEAKERS A–Z


SPEAKER BIOGRAPHIES

Dr Amit KANSALConsultant, Department of Intensive Care Medicine, Ng Teng Fong General Hospital, Singapore

Dr Amit Kansal is a Consultant at Ng Teng Fong General Hospital. He completed the m odule-based simulation instructor’s training with NHET-Sim (National Health Education and Training in Simulation, supported by Health Workforce Australia) in 2012 and attended the prestigious Advanced EuSim Simulation Instructor Course in 2014, Singapore. Currently, he is a Clinical Lecturer (Clinical Faculty Scheme) at the Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore and an instructor of the Care of Critically Ill Surgical Patient® (CRiISP) course at the Royal Australasian College of Surgeons (RACS) and Royal College of Surgeons (RCS), Basic Assessment and Support in Intensive Care (BASIC) at the Chinese University of Hong Kong (CUHK) and European Society of Intensive Care Medicine (ESICM), Beyond BASIC—an advanced course in Nephrology, Mechanical Ventilation and Airway, and BASIC for Nurses’ courses. He has been actively involved in simulation-based training since 2011, working on hospital-wide programmes like the multidisciplinary Simulation-based Intensive Care Learning (SIM-ICL) programme, Human Factors and Team Psychology in Acute Care course at the Simulation and Clinical Education Centre (SCEC), Singapore, the Difficult Airway Management (DAM), the Simulation Enhanced Intensive Care Orientation (SEICO) course at the Hunter New England Health Simulation Centre (HNESC), New South Wales, Australia, and the Tamworth Education Centre, Australia. He is also a facilitator for the Simulation Essentials for Healthcare Educator (SEHE) course organised by the Society for Simulation in Healthcare (SSH), Singapore, since 2017, and Basics of Simulation and Debrief workshops at the Simulation and Clinical Education Centre (SCEC), JurongHealth, Singapore, since 2015. Dr Kansal also facilitated workshops at the Pan Asia Simulation Society in Health (PASSH), Philippines in 2017, the Simulation Workshop for Faculty Development, India in 2017, and the 3rd Asia-Pacific Meeting on Simulation in Health Care 2016 at National University of Singapore in 2016.

Dr Amitabha LAHIRIDirector, Microsurgery Training Laboratory ; Consultant, Department of Hand and Reconstructive Microsurgery, National University Hospital, Singapore

Dr Amitabha Lahiri is a Consultant with the Department of Hand and Reconstructive Microsurgery, National University Hospital (NUH). He is the Director of the Microsurgery Training Laboratory at NUH and is involved in the development of novel microsurgical simulation systems and the curricula for microsurgery. He is the co-inventor of computer-assisted microsurgical training system and holds a patent for the same.Dr Lahiri is also involved in research on bionic neural interfaces and neuroprostheses, and has made original contributions in the field.

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Dr Baliga JANARDHANSenior Consultant, Department of Anaesthesia, Ng Teng Fong General Hospital , Singapore

Dr Janardhan Baliga is a Senior Consultant in Anaesthesiology at the Ng Teng Fong General Hospital (NTFGH), Singapore. He is also a clinical senior lecturer at the Yong Loo Lin School of Medicine, National University Singapore. Dr Baliga completed his specialist training in Anaesthetics and Intensive Care in the United Kingdom and worked as a Consultant Anaesthetist/Intensivist, before moving to Singapore in 2012.He is the lead for simulation education in the Department of Anaesthesia and has been actively involved in planning and setting up the simulation laboratory at NTFGH. He is involved in simulation-based training at department and hospital level and has been invited as Faculty at international conferences.

Ms Bushra Binte SHAIK ISMAIL

Senior Staff Nurse, Department of Infection Prevention and Control, Singapore General Hospital, Singapore

Ms Bushra Binte Shaik Ismail is a Senior Staff Nurse working in Singapore General Hospital. She holds a Degree in Health Science Nursing and specialises in Medical-Surgical Nursing. She has previous experience working in a multidisciplinary isolation ward and currently specialises in Infection Prevention and Control.

Adjunct Assistant Professor CHEN Ching KitMedical Director, National Paediatric Heart Transplant and Mechanical Cardiac Support Programme; Director, Cardiomyopathy and Heart Function Programme, Paediatric Subspecialties; Senior Consultant, Cardiology Service, KK Women’s and Children’s Hospital, Singapore

Adj Asst Prof Chen Ching Kit is a Consultant Paediatric Cardiologist at KK Women’s and Children’s Hospital (KKH). He graduated with a Bachelor of Medicine and Surgery from the National University of Singapore (NUS), and pursued postgraduate training in Paediatrics and Paediatric Cardiology at KKH. He underwent two years of fellowship in paediatric heart failure and heart transplantation at the Hospital for Sick Children in Toronto, Canada.His other areas of expertise include exercise echocardiography, foetal echocardiography and 3D-printing of heart models. Dr Chen is also an Adjunct Assistant Professor with the Department of Paediatrics at the Yong Loo Lin School of Medicine, NUS. A recipient of the Philip Witchel Memorial Research Fellowship in Pediatric Heart Failure 2013 (Canada), his current research interests include dilated cardiomyopathy, exercise echocardiography in cardiomyopathy and congenital heart diseases, and the impact of de novo anti-HLA antibodies in paediatric heart transplantation.


SPEAKER BIOGRAPHIES

Dr David CHEWMedical Director, ARIS Integrated Medical Pte Ltd, Singapore

Dr David Chew was a military doctor trained in surgery in major hospitals in the UK (Glasgow and London) with special interests in trauma surgery and Aeromedical Retrieval Medicine (New Zealand and Australia). He is designated as a Special Operations Physician in the Military and also as a consultant for the Unit for Pre-Hospital Emergency Care and instructor of the Disaster Management Course in the Ministry of Health, Singapore. He is also assisting the Singapore Civil Defence Force in Mass Casualty Tactical Incidents. He is an instructor in Tactical Combat Casualty Care, Tactical Rescue in Combat Search and Rescue, Pre Hospital Life Support, Advanced Trauma Life Support and Tactical Medical training for different Government Agencies both domestic and foreign. He is also trained in Tactical Medicine for Special Operations as well as Military and Law Enforcement, and has been involved in dignitary protection operations with tactical emergency medical support for various governmental organisations. In 2017, he was nominated as a representative of Tactical Emergency Casualty Care (TECC) in Asia.

Ms Catherine CHIAMedical Sales Executive, Creatz3D Pte Ltd, Singapore

Ms Catherine Chia is a Biomedical Engineer in the Medical Service Bureau (MSB) at Creatz3D Pte Ltd. MSB focuses on delivering 3D-printing services to the medical industry in the region.

As a relatively new member who joined in May 2017, Catherine works closely with other members of Creatz3D in exploring and establishing cases pertaining to the integration of 3D printing technologies in the workflow of hospitals, corporates with clinical exposures and life science research laboratories. Her role is to bridge the gap between 3D-printing technologies and its potential use in healthcare and medical fields.

Prior to joining Creatz3D, Catherine has three years of experience in 3D-printing and Bio-printing areas across several disciplines, which include neuroscience, cardiovascular, orthopaedics, electrophysiology, tissue engineering and mechanical engineering.

Catherine holds a M.Sc. in Biomedical Engineering (RWTH Aachen University), has done two research attachment terms with Singapore Institute for Neurotechnology (SINAPSE), National University of Singapore, and Christchurch Regenerative Medicine and Tissue Engineering (CReaTE) Group (University of Otago). She also holds a B.Eng. in Mechanical Engineering (Curtin University).

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Adjunct Associate Professor Andrew CHIN Yuan Hui Head & Senior Consultant, Department of Hand Surgery, Singapore General Hospital, Singapore

Adj Assoc Prof Andrew Chin is the Head of the Department for Hand Surgery in Singapore General Hospital, since April 2009. He was also the former President of the Singapore Society for Hand Surgery. Having a passion for teaching and education, he is actively involved in both undergraduate and postgraduate teaching. He holds the appointment of Core Faculty Member of the SingHealth Residency Programme for Orthopaedic Surgery, and is a member of the Hand Surgery Residency Advisory Committee for the Ministry of Health, Singapore. He is an Adjunct Associate Professor in the Yong Loo Lin School of Medicine, National University of Singapore and the Duke-NUS Medical School in Singapore.

Besides his academic commitments, Dr Chin has been active in the Association for the Study of Internal Fixation (AO) as a teaching faculty and in the Regional Education Team for AO Asia Pacific as a faculty trainer.

Professor Debra NESTELProfessor of Surgical Education, Department of Surgery, University of Melbourne, Victoria, Australia;

Professor of Simulation Education in Healthcare, Monash University, Victoria, Australia

Debra Nestel is Professor of Surgical Education, Department of Surgery, University of Melbourne and Professor of Simulation Education in Healthcare, Monash University, Australia. Prof Nestel is Editor-in-Chief for Advances in Simulation, the journal of the Society in Europe for Simulation Applied to Medicine (SESAM).Prof Nestel is programme lead for the Master of Surgical Education (Department of Surgery, University of Melbourne and Royal Australasian College of Surgeons), a programme designed for surgeons interested in advancing their educational practice. She co-leads the Master of Surgical Science, University of Melbourne—a programme designed for junior doctors interested in pursuing a career in surgery.She is an honorary professorial fellow at Imperial College, London and Graduate Faculty Scholar in the College of Graduate Studies at the University of Central Florida. Prof Nestel leads a national programme for simulation educators—NHET-Sim and a state- based network in simulated patient methodology. Prof Nestel has published over 140 peer-reviewed papers in health professions education, and recently published a book on simulated patient methodology (2015). She has edited a book on healthcare simulation published in 2016 and is now editing a book on surgical education for release in 2017.


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Dr DONG ChaoyanSenior Manager, Education, Sengkang Health, Singapore

Dr Dong Chaoyan joined Sengkang Health in July 2015. She was Assistant Director for the Centre for Medical Education at the Yong Loo Lin School of Medicine, National University of Singapore (NUS) previously. Her responsibilities included continuing professional development and research in health profession education. Before joining NUS in 2013, she was an Assistant Professor in the Department of Emergency Medicine at New York University School of Medicine, where her focus was simulation-based medical education, drawing from her background in cognitive science, education technology, and psychology. She earned a PhD in Educational Communication & Technology from New York University, USA, and has more than 10 years’ experience in curriculum design, e-Learning and professional development in Singapore and USA. She has given more than 50 conference presentations and workshops on these topics, and has authored 25 peer-reviewed articles.

Associate Professor Fatimah LATEEFDirector, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore;

Senior Consultant, Department of Emergency Medicine, Singapore General Hospital, Singapore;

Core Faculty, SingHealth Emergency Medicine Residency Programme, Singapore

Assoc Prof Fatimah Lateef is a Senior Consultant, Director of Undergraduate Training and Education as well as Director of Clinical Service and Quality at the Department of Emergency Medicine, Singapore General Hospital. She is also Adjunct Associate Professor at Duke-NUS Graduate Medical School and Yong Loo Lin Medical School, National University of Singapore. She teaches part-time at the School of Health Sciences, Nanyang Polytechnic as well. Her area of sub-specialisation include Prehospital Care Medicine, Cardiovascular and Neurovascular Emergencies. She is also highly involved in medical education and research. She has worked in various countries including both the UK and USA and served as an International Consultant to MaxHealthcare, India.A strong advocate of lifelong learning and empowerment, she has presented more than 500 abstracts at international conferences, published over 200 scientific papers in peer-reviewed journals and is on the editorial board and reviewer for some 40 international journals. Assoc Prof Fatimah leads various leadership groups, grooming youths and doctors to excel, which is also befitting her role as a core faculty, nurturing residents in Emergency Medicine.For her work in the various fields, Assoc Prof Fatimah has been conferred awards such as Young Investigator’s Award (1998), Excellent Scientific Publication Award (2001), Best Teacher Award (2002), Laerdal Visiting Lectureship Award (2003), Courage Award (2004), National Healthcare Humanity Award (2005), The Outstanding Young Person of Singapore (2006), Good Mentor Award, SingHealth (2005), The Outstanding Young Person of the World Award (2006), Woman for Peace Award, Sokka Gakkai Internation07), Dean’s Award for Excellence in Teaching, NUS (2008), Singapore Medical Journal Recognition Award for Review with Distinction, (2007–2012), Critical Talent Retention Award, SingHealth, Excellent Educator Award 2016 and The Academy of Medicine, Gold Reviewer Award (2011) amongst others.Assoc Prof Fatimah continues to work full time, with a fulfilling career in Emergency Medicine, balancing clinical work with research and education, as well as her political and community responsibilities as

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an elected Member of Parliament in Singapore. She has participated in three General Elections. For recreation, she enjoys mountain climbing, cooking, reading and she has completed 15 full marathons.

Ms FOO Sue Zhi, Robyn

Principal Speech Therapist, Department of Speech Therapy, Singapore General Hospital, Singapore

Ms Robyn Foo is a Principal Speech Therapist at the Singapore General Hospital (SGH). Her clinical interest is in paediatric feeding. She and her team of Speech Therapists support the Neonatology team, by providing neonatal and paediatric feeding management. Ms Foo oversees clinical education of students and staff in the Speech Therapy Department at SGH and is actively involved in curriculum and faculty development. She has dabbled in some interprofessional teaching and is enjoying interprofessional learning as a student of the Masters of Health Professions Education Class of 2017.

Dr Yvonne GOH Guat Keng

Consultant, Accident and Emergency Department, Changi General Hospital, Singapore

Dr Yvonne Goh is a Consultant in the Accident and Emergency Department at Changi General Hospital (CGH). Dr Goh did her fellowship in Simulation and Education in Sunnybrook Health Sciences Centre in Toronto, Canada in 2014 and obtained her Masters in Medical Education Leadership from the University of New England, Maine in 2015. Currently, she is also the Programme Director for the SingHealth Postgraduate Year One (PGY1) Programme in CGH. She is actively involved in simulation teaching and faculty development in medical education skills.

Dr Hairil Rizal ABDULLAHDirector and Consultant, Preoperative Evaluation Clinic, Department of Anesthesiology, Singapore General Hospital, Singapore

Dr Hairil is a Consultant Anaesthesiologist and the Director of the Preoperative Evaluation Clinic at the Singapore General Hospital (SGH).He developed an interest in in situ simulation during his subspecialty fellowship training in Toronto, Canada. There, he witnessed how—when applied correctly— it became a powerful tool for promoting patient safety, improving systems and efficiency, as well as encouraging teamwork.Now back in Singapore, he is the Course Director for the SGH Perioperative In Situ Simulation Programme, which is a multidisciplinary effort to promote in situ simulation within operating theatres. He currently holds a competitive academic grant to promote the use of in situ simulation in medical education, and


SPEAKER BIOGRAPHIES

is actively conducting academic research in the area. He has special interests in perioperative outcomes research as well as medical ethics.

Dr Selina HO Kah YingSenior Consultant, Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore

Dr Selina Ho is a Senior Consultant at the Department of Neonatal and Developmental Medicine, Singapore General Hospital (SGH), and Visiting Consultant at the Department of Child Development, KK Women’s & Children’s Hospital. She is the Chief Instructor of the Singapore Neonatal Resuscitation Course (SNRC) for SGH.

Professor Ian CURRANVice Dean, Education, Duke-NUS Medical School, Singapore;

Co-Director, Duke-NUS SingHealth Academic Medicine Education Institute (AM•EI), Singapore

Prof Ian Curran is the Vice Dean of Education, Duke-NUS Medical School, Singapore. Previously, he was Assistant Director of Education and Professional Standards at the UK General Medical Council where he led education policy and standards development, curriculum approval and the quality assurance of postgraduate medical education across the UK.Prof Curran trained as an Anaesthetist with an interest in chronic pain management and was appointed Consultant at St Bartholomew’s Hospital in 2003. He was appointed Professor of Innovation and Excellence in Healthcare Education at Queen Mary University of London in 2014. He is a Visiting Professor at the King’s Learning Institute, King’s College London and Cass Business School, City University, University of London.Prof Curran is a Harvard Macy Scholar and visiting member of faculty. He has previously been Postgraduate Dean of Educational Excellence and Head of Innovation for London and a clinical adviser to the UK Department of Health, NHS England and Health Education England

Dr Imelda L. ERENOSenior Resident Physician, Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore

Dr Imelda Ereno is a Senior Resident Physician in the Department of Neonatal and Developmental Medicine, Singapore General Hospital. She is an instructor of the Singapore Neonatal Resuscitation Course and Neonatal Resuscitation Program of the American Academy of Pediatrics.

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Ms Kirrian STEERDirector of Training, SimGHOSTS, Nevada, USA;

Simulation Coordinator and Education Coordinator, Department of Rural Health, University of Melbourne, Victoria, Australia

Kirrian Steer has dual roles as Simulation Coordinator and Education Coordinator at the University of Melbourne in the Department of Rural Health. Kirrian’s simulation career began at La Trobe University, where she saw an opportunity to combine her three key areas of interest—healthcare, education and technology. During her time at La Trobe University, Kirrian developed scenarios for, and provided technical and operational advice to the four campuses of the La Trobe Rural Health School. Additionally, Kirrian managed the Hume Simulation Alliance project, and worked with colleagues to establish and run a successful Simulated Patient programme. She also played a key role in the

development of the simulation resource portal, SimED. In her current role, Kirrian supports the experiential learning needs of nursing and allied health students undertaking rural health placements, and continues to support the Hume Simulation Alliance by providing simulation resources and operational support to public hospitals in the Hume region of Victoria, Australia.

Dr KOH Meng Kwang JansenCo-Director, Changi Simulation Institute Deputy Head & Consultant, Department of Respiratory and Critical Care Medicine, Changi General Hospital, Singapore

Dr Jansen Koh obtained his MBBS from the National University Hospital of Singapore in 2001. He obtained his MRCP (UK) in 2007 and EDIC in 2010. He is currently the Deputy Head of Department for Respiratory and Critical Care Medicine at Changi General Hospital (CGH). His specific interest in Respiratory and Critical Care is point of care ultrasonography, having obtained his certification from the American College of Chest Physicians. He is a Fellow at the Academy of Medicine Singapore, Royal College of Physicians Edinburgh and American College of Chest Physicians.

Dr Koh has a keen interest in medical education. He completed his fellowship in Clinical Simulation and Medical Education at the Learning Institute, Toronto, Canada in 2013. He is currently the Associate Programme Director of Internal Medicine Residency Programme, SingHealth and is the Co-Director of Changi Simulation Institute, CGH. He has initiated several medical education initiatives such as e-learning and simulation programmes at CGH. He is the Chair of Workshops for Systems Approach in Simulation as well as PAPR Interprofessional Team Resuscitation at local and international conferences. He is also a speaker at several local and regional conferences for Clinical Simulation topics


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Ms KOH Bee Leng SabrinaCo-Director, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore;

Deputy Chair, College of Clinical Nursing, SingHealth Academy, Singapore;

Deputy Director, Nursing Education & Development (NED), Sengkang Health, Singapore

Ms Sabrina Koh is a Nurse Educator with critical care and medical/surgical clinical experience. Her clinical education work includes clinical workflows, patient safety, teamwork and communication, and clinical escalation through multidisciplinary simulation training. Ms Koh is the Course Director and Faculty for the Simulation Essentials for Healthcare Education (SEHE) simulation faculty course. She also conducts simulation faculty development programmes for regional simulation users focusing on scenario designs, facilitation and technical strategies. As an active simulation educator, Ms Koh has served as a Co-Chair for the Asia Pacific Meeting for Simulation in Healthcare (APMSH) in 2013 and for the International Meeting for Simulation in Healthcare (IMSH) in 2016. She currently serves on the editorial advisory board for the National League for Nursing (NLN) Center for Innovation in Simulation and Technology. She is also a sub-committee member for Quality and Site Review, Accreditation Committee at the Society for Simulation in Healthcare (SSiH).\ Ms Koh is the President for the Pan Asia Simulation Society in Health (PASSH) and Vice-President for the Society for Simulation in Healthcare Singapore (SSHS). She is also a Certified Healthcare Simulation Educator - Advanced (CHSE-A) under SSiH.

Mr Lance BAILYFounder and Executive Director, SimGHOSTS, Nevada, USA

As an entrepreneur, medical simulation industry thought leader, media producer, and EMS/firefighter, Lance Baily has the background and experience necessary to guide simulation-based projects to the next level. Lance founded the world’s most-read independent simulation news website, HealthSimulation.com and the world’s leading organisation supporting those who operate healthcare simulation technology: SimGHOSTS.org

Ms LEE Ai JinSimulation Programme Education Coordinator, Medical Education, Cedars-Sinai Medical Center, California, USA

Ms Ai Jin Lee is a Simulation Programme Education Coordinator at the Cedars-Sinai Women’s Guild Simulation Center. She is a clinical instructor for the Cedars-Sinai Health System and University of California Riverside, focusing on medical education. She possesses more than 15 years of critical care nursing experience with emphasis on post-cardiothoracic surgeries, Extracorporeal Membrane

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Oxygenation (ECMO), Mechanical Circulatory Support (MCS), transplant (heart and lung), congenital heart disease, heart failure and pulmonary hypertension. Ms Lee is a distinguished researcher with four published papers along with multiple presentations related to cardiac-pulmonary surgical management and educating healthcare professionals in cardiac/critical care management using simulation modality.She is currently working closely with healthcare team members to improve patient outcomes by providing immersive simulation education that focuses on process improvements incorporating advanced technology in a healthcare system setting.

Ms LEE Yan ShanSpeech Therapist, Speech Therapy Department, Singapore General Hospital, Singapore

Ms Lee Yan Shan graduated from the La Trobe University in Melbourne, Australia in 2011. She is a speech and language therapist at the Singapore General Hospital. Since 2013, she has been working extensively with tracheostomy patients and critically ill patients in order to promote communication and early swallow rehabilitation. Ms Lee has a keen interest in translational research, in areas like tracheostomy management, chronic dysphagia rehabilitation and oral hygiene management. She currently leads a team of speech therapists specialising in Cardiology, Respiratory, Geriatric, Renal, Gastroenterology and General Medicine. Ms Lee believes strongly in multidisciplinary management and interprofessional education. She is one of the key members of the multidisciplinary tracheostomy team, providing consultative management to patients with tracheostomy and co-conducting joint education sessions together with other professionals in the team. She is also involved in setting up education frameworks and competencies related to tracheostomy management within the department.

Mr Bruce LIANGChief Executive Officer, Integrated Health Information Systems Pte Ltd (IHiS), Singapore;

Chief Information Officer, Ministry of Health (MOH), Singapore

Mr Liang is the Chief Executive Officer (CEO) of Integrated Health Information Systems (IHiS) Pte Ltd and the Chief Information Officer (CIO) of the Ministry of Health (MOH), Singapore. Between these two roles, Mr Liang is responsible for the overall advancement of healthcare information technology (IT) in Singapore. This includes IT funding, policy development, strategy, planning, implementation and operations of country-wide programs and capabilities. As CEO of IHiS, Mr Liang is also responsible for the delivery of healthcare IT services to all public healthcare institutions.Prior to joining MOH and IHiS, Mr Liang was with Accenture for 19 years. He held various leadership roles, including Partner for Growth and Operations of ASEAN Products Practice, as well as the Health and Public Sector Practice in Asia Emerging Markets. He has extensive experience in complex and large-scale enterprise planning and Business-IT transformation programmes for Governments and large businesses across Asia.


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Mr Liang graduated from the National University of Singapore’s (NUS) Department of Information Systems and Computer Science (DISCS) in 1994. He has been active in the development of the infocomm industry in Singapore. He currently holds Directorship on the Board of Assurity Trusted Solutions Pte Ltd and serves on the Advisory Board of the Ageing Research Institute for Society and Education (ARISE) as well as the NUS School of Computing Industry Advisory Committee (IAC). He also sits on the Executive Committee of Singapore Computer Society (SCS).

Dr MAH Chou LiangDirector, Changi Simulation Institute; Senior Consultant, Department of Anaesthesia and Surgical Intensive Care, Changi General Hospital, Singapore

Dr Mah Chou Liang is a Senior Consultant Anaesthestist in the Department of Anaesthesia and Surgical Intensive Care, Changi General Hospital (CGH). He was first introduced to the world of simulation in 2007, and has continued to learn and grow in this field. Dr Mah is currently the Director for the Changi Simulation Institute in CGH, and was involved in the construction and setting up of this simulation centre. He is also a keen educator and is the Associate Programme Director for the SingHealth Anaesthesiology Residency Programme.

Mr Md Khairulamin A. SUNGKAILecturer, PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam, Brunei

Mr Md Khairulamin graduated from the University of Southampton, United Kingdom with an MSc in Advanced Clinical Practice, A Bachelor of Nursing from Edith Cowan University, Australia, Post-Graduate Teaching Certificate from Universiti Brunei Darussalam and Diploma in Nursing from PAPRSB College of Nursing, Brunei. He has been an academic since 1999 after several years of working as a registered nurse. He is currently a lecturer in nursing and has been responsible for pioneering the simulation development and activities in PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam. He is actively involved in organising simulation activities and participating in the simulation society. He is the current Secretary General of the Pan Asia Simulation Society for Healthcare (PASSH).

Associate Professor Michelle KELLYDirector, Community of Practice, School of Nursing, Midwifery and Paramedicine, Curtin University, Western Australia, Australia

Assoc Prof Kelly is leading the integration of contemporary simulation within the School of Nursing, Midwifery and Paramedicine at Curtin University, Australia, assisting staff, and liaising across other

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Schools in the Faculty of Health Sciences, and with external industry partners. Her involvement with emerging and professional simulation groups and project work extends beyond Australia to the USA, United Arab Emirates, Oman, Europe, Thailand, Korea and New Zealand. Assoc Prof Kelly is a member of the Social Sciences and Humanities Research committee. She is also the Associate Editor for Advances in Simulation and on the editorial board for Clinical Simulation in Nursing. Assoc Prof Kelly’s research relates to simulations and clinical judgement, preparation for professional work, patient discharge, pain assessment and management, educational pedagogies for simulation, return on investment, and difficult conversations. Assoc Prof Kelly also has expertise in designing innovative learning spaces. Her recent text publications include "Healthcare Simulation Education: Evidence, Theory and Practice" with other co-authors and "Global Perspectives: Simulation in Australia" .

Mr Mohamed Nur Sharife Bin MOHAMED JAILANINational Serviceman Full-time, Volunteer and Community Partnership Department, Singapore Civil Defence Force, Singapore

Mr Mohamed Nur Sharife Bin Mohamed Jailani is currently a National Serviceman Full-time with the Singapore Civil Defence Force (SCDF). His chief role at the Volunteer and Community Partnership Department is to design and produce illustrations for public education materials and collaterals, as well as to assist in processing and responding to queries from members of the public.Drawing on his background experience in graphic design, he serves as an assistant moulage make-up artist for the SCDF’s scenario exercises, community engagement events and in-house film productions. He has assisted in training of other SCDF personnel in some basic wound simulation make-up for public education purposes.His work has been featured in productions such as the “ SCDF Workplan 2017” video and public engagement booths imparting first-aid skills at events such as Safety and Security Watch Group Industry Seminars.

Mr Mohammad Hafif OTHMANDirector of Operations and Chief Trainer, Sierra International Medical Training Solutions Co Ltd, Thailand

Mr Mohammad Hafif Othman is the Director of Operations and Chief Trainer, American Heart Association Training Coordinator, Thailand, and National Association of Emergency Medical Technicians (NAEMT) USA Training Coordinator, Thailand. He is also a Paramedic Level 1 (Singapore Armed Forces, SAF), Combat Medic (SAF), Aviation Fire Rescue, Common Avionics Architecture System (CAAS) Singapore Tactical Combat Casualty Care Instructor, USA, Tactical Emergency Casualty Care Instructor, USA, Law Enforcement First Responder Instructor, USA, American Heart Association Basic Life Support (AHA BLS) Instructor, AHA Advanced Cardiovascular Life Support (ACLS) Instructor, Search And Rescue (SAR) Rope Rescue Instructor, UK, Tactical Handgun and Rifle Instructor, Thailand. He attained his BSc in Nursing (Distinction), from Queen Margaret University, United Kingdom, and the Diploma in Nursing from Nanyang Polytechnic Singapore.


SPEAKER BIOGRAPHIES

Mr Mohammad Naszrul Bin SUAIDISenior Simulation Technician, Simulation and Clinical Education Centre, Ng Teng Fong General Hospital, Singapore

Mr Mohammad Naszrul Bin Suaidi is a Senior Simulation Technician at the Ng Teng Fong General Hospital’s Simulation and Clinical Education Centre. As a trained biomedical engineer, he began his career as a Technical Support Officer at the School of Health Sciences, Ngee Ann Polytechnic, Singapore. The scope of work involved management of training laboratories and facilities . Mr Mohammad is also experienced in equipment procurement tender exercises which require funding justifications, product evaluation and commissioning. As a support officer, he was also tasked to facilitate simulation-based learning alongside with the faculty members, acting as a technical expert and occasional confederate/ standardised patient. As a Senior Simulation Technician, Mr Mohammad was involved in the setting up of the current Simulation and Clinical Education Centre. He is working alongside the Simulation Educator and Clinical Faculty to plan and programme simulation scenarios. He is passionate about the development of the existing roles of simulation specialists. He is currently involved in the development of the simulation technician programme.

Dr May MOK Un SamAssociate Programme Director, SingHealth Anaesthesiology Residency Programme (SHARP), Singapore ;Senior Consultant, Department of Anaesthesiology, Singapore General Hospital, Singapore

Dr May Mok is a Consultant Anaesthetist at the Singapore General Hospital and an Associate Programme Director for the SingHealth Anaesthesiology Residency Programme (SHARP). She has a keen interest in obstetric anaesthesia, peri-operative medicine, patient safety, simulation and education. Dr Mok, who has earned a Masters in Medical Education, has been pursuing undergraduate, postgraduate and interprofessional education in Singapore as well as overseas, including the UK.

Mr Morris BEARDFormer Chief of Field Craft, Department of Combat Medical Training (DCMT), Fort Sam Houston, Texas, USA

Mr Morris Beard, CPT (Ret) is a retired US Army Medical Officer, a Physician Assistant and was an 18D Special Forces Medic. He served in the US Army Special Operations community for 15 years, both as a Physician Assistant and Team Medic. He has extensive knowledge and practice in Tactical Combat

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Casualty Care and medical education. He previously served as Chief of Field Craft at the Department of Combat Medical Training (DCMT), Fort Sam Houston, Texas. In this position, he led a staff of 150 instructors responsible for the teaching of the fieldcraft portion of the 68W Healthcare Specialist Initial Entry Training. The training covered the education on all Tactical Combat Casualty Care tasks from classroom setting, simulations and final field training exercise. He presently conducts tactical medicine training for multiple police SWAT and Fire Department personnel across the US.

Associate Professor Agnes NG Suah BweeSenior Consultant, Department of Paediatric Anaesthesia, KK Women’s and Children’s Hospital, Singapore

Assoc Prof Agnes Ng describes herself as essentially an educator trained in the “old school”. She has remained in institutional practice as it fulfills her interest in developing future generations of doctors.Assoc Prof Ng feels fortunate to have had great clinical teachers who taught the basics well—history-taking and clinical signs. These skills emphasise listening, asking the right questions (history) and touching the patient (clinical examination). Assoc Prof Ng believes that such skills should be maintained, rather than using modern technology to examine the patient from “head to toe”, and has always stressed these skills during her encounters with junior staff.She notes that an important additional skill in education is communicating and engaging with the patient; while medical education has achieved great advances (e.g. simulation-based education), we must not lose sight of good history- taking, clinical signs and effective communication—instead, we should craft medical simulation exercises with these elements in mind and not have participants relying on physiological parameters to make their clinical decisions.

Mr Kenneth NGASEAN Services Manager, Laerdal Singapore

Mr Kenneth Ng is currently the ASEAN Services Manager in Laerdal Singapore. He has been working in the medical simulation industry since 2006 and is involved in overseeing the set-up of training centres in major medical institutions, hospital simulation centres and laboratories. His experience and penchant for learning has helped him in the setup of a number of successful simulation centres. While fundamental high tech simulation equipment plays an important role when setting up a centre, Mr Ng also strongly believes that there needs to be equal emphasis placed on the curriculum, centre size, layout, AV system, logistical planning and hiring experienced technologists.


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Colonel (Dr) NG Yih Yng

Chief Medical Officer, Medical Department, Singapore Civil Defence Force, Singapore

Col (Dr) Ng Yih Yng is a military emergency physician and serves as the Chief Medical Officer of the Singapore Civil Defence Force (SCDF) and the Home Team Department of the Ministry of Home Affairs. He is in charge of all professional aspects of the emergency medical services nationally and also the training, education and operations of the 995 operations centre, first responders and ambulance services. He provides medical oversight, strategic planning for development of services and coordination of services between SCDF, hospitals and the Ministry of Health for clinical outcomes relating to cardiac arrest, trauma, ST segment elevation myocardial infarction (STEMI), and stroke. Dr Ng completed his medical education at the National University of Singapore, School of Medicine. He graduated as a member of the Royal College of Surgeons (Edinburgh) in Emergency Medicine and also earned a Master of Public Health and Business Administration degree from Johns Hopkins University.

Ms Nola PEARCEDirector, TraumaSim® Pty Ltd, Western Australia, Australia

Ms Nola Pearce is the Director of TraumaSim® Pty Ltd. TraumaSim® is the leading trauma simulation company in Australia, providing services and training aids to the Australian Defence Force, Police/Emergency services, Universities, and also exports globally. Ms Pearce holds a Bachelor of Nursing, Hyperbaric Nursing Certificate, a Graduate Diploma in Critical Care Nursing and a Cert IV in Training & Assessment. After 16 years of nursing, she moved to First Aid training, where she specialised in curriculum development and Advanced First Aid training.Seeing a need for improvement and growth in injury simulation, she undertook Moulage and Disaster Exercise Design training in the USA. She tapped on her extensive medical background to bring realism to the art of casualty simulation and opened TraumaSim® in 2008. She is absolutely passionate about her work and is a qualified Military Moulage Technician. She has also completed training in Enhanced Moulage Techniques. Ms Pearce is internationally recognised for her workshops on Moulage for any type of healthcare simulation.

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Assistant Professor ONG Hwee KuanVice Chair for Undergraduate Education, College of Allied Health, SingHealth Academy, Singapore;

Senior Principal Physiotherapist, Department of Physiotherapy, Singapore General Hospital, Singapore

Asst Prof Ong Hwee Kuan completed her Doctor of Clinical Physiotherapy specialising in Cardiopulmonary from the University of Melbourne in 2010. Her clinical interest is in the area of acute care pulmonary physiotherapy and rehabilitation of special populations, such as the critically ill and those with chronic lung disease. Dr Ong has been an Assistant Professor at Singapore Institute of Technology, Health and Social Sciences Cluster since 2015.Dr Ong has a keen interest in education and recently completed a Master in Health Professional Education Programme to further equip herself as a medical educator. She is involved in both undergraduate and post-professional physiotherapy education. She is the Vice Chair of Undergraduate Allied Health Education in the College of Allied Health, SingHealth Academy. She is also the Programme Director for two post-professional programmes run jointly by the Singapore General Hospital (SGH) Physiotherapy Department and the Postgraduate Allied Health Institute, SGH; namely the Advanced Certificate in Physiotherapy (since 2010) and Core Residency in Cardiopulmonary Physiotherapy (since 2015).

Dr PEK Jen HengAssociate Consultant, Acute Care Clinic, Department of Emergency Medicine, Sengkang Health, Singapore

Dr Pek Jen Heng is an Associate Consultant in the Department of Emergency Medicine, Sengkang Health. He currently leads the paediatric workgroup in developing the Children’s Emergency Services at Sengkang Health. He also has a keen clinical interest in Disaster Medicine and Trauma. Dr Pek is a strong proponent for the use of simulation in medical education and interprofessional learning. He has organised simulation competitions such as SimWars held at the Annual Scientific Meeting of Society for Emergency Medicine in Singapore.

Dr Peter DIECKMANNHead of Research, Copenhagen Academy for Medical Education and Simulation (CAMES), Center for Human Resources, Capital Region of Denmark, Herlev

Dr Peter Dieckmann is a psychologist, who has worked with simulation since 1999, and focused on simulation in healthcare since 2001. He is currently Head of Research, Copenhagen Academy for Medical Education and Simulation (CAMES). He received his PhD for his work on simulation in Anaesthesia in 2005.


SPEAKER BIOGRAPHIES

Dr Dieckmann is driven to work with simulation, largely because it can lead to improved patient safety and quality of care. His areas of interest include research on simulation and research with simulation.His research on simulation contributes to a better understanding of how to use simulation for education, training and research (e.g. investigating debriefings as learning opportunities). His research with simulation uses simulation settings to explore performance-shaping factors, such as failures of prospective memory; how to use simulation to optimise health care failure modes and effects analyses; or how to use simulation to investigate the usability of medical products such as medication labels. Conceptualising simulation as social practice, he is interested in simulation as both a tool for analysis and intervention. Dr Dieckmann is a Past President of the Society in Europe for Simulation Applied to Medicine (SESAM). He was Co-Chair of the International Meeting on Simulation in Health Care (IMSH) in 2011 in New Orleans, which attracted approximately 3,000 participants. Dr Dieckmann is also Associate Editor of the journal, Simulation in Healthcare.

Ms Rachel BAILEYSimulation Operator, United States Air Force School of Aerospace Medicine (USAFSAM), Wright-Patterson Air Force Base, Ohio, USA ;Simulation Technology Specialist, Engineering and Computer Simulations Inc. (ECS), Florida, USA

Ms Rachel Bailey is a Simulation Technology Specialist at Engineering and Computer Simulations Inc. She began her career as a Resource Technician at Cincinnati Children’s Hospital Medical Center in 2010. She currently works as a Simulation Operator for the United States Air Force School of Aerospace Medicine in Dayton, Ohio located at Wright Patterson Air Force Base.Ms Bailey was also the first to publish research pertaining to the role and impact of Simulation Technicians. Through this research, she concluded that Simulation Technicians needed a structured orientation, classes specific to a technician’s skill set, and more precise job descriptions. Ms Bailey continues to push for research in operations.

Mr Ralf KRAGEDirector of ADAM Simulation Group, VU University Medical Center, Amsterdam, the Netherlands

Dr Ralf Krage, an Anaesthesiologist by training, has been working at the VU University Medical Center in Amsterdam, t he Netherlands, since 2007. He is currently the Director of the ADAM simulation center and his area of focus is Human Factor issues. He has presented at a record number of international conferences for his work on Human Factors, patient safety, simulation-based learning and airway management. Dr Krage is the Immediate Past President of the Society in Europe for Simulation Applied to Medicine (SESAM), having served as President between 2013 and 2015. He was Vice-President of the Dutch society for Simulation in Healthcare (DSSH) from 2011 to 2016. He is also a Board member of the Global Network for Simulation in Healthcare (GNSH) association. He served as Co-Chair for the International Meeting for Simulation in Healthcare (IMSH) in 2013. He is on the international Advisory Board for the scientific journal, Advances in Simulation.

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Mr Ross HORLEYManaging Director, Medical Synergies Ltd, Western Australia, Australia;

Adjunct Senior Lecturer, School of Medicine, University of Notre Dame, Western Australia, Australia

Mr Ross Horley has been involved in the development and deployment of simulation-based training for medical and surgical skills for over 17 years. A pioneer in many areas, Mr Horley has been involved in the design of over 30 advanced clinical skills and simulation training facilities around the world, including the Royal College of Surgeons of England, Royal Australasian College of Surgeons, the National Health Service in the UK, the Chinese University of Hong Kong, the Third Military Medical University Hospital Chongqing and SingHealth to name a few. Mr Horley has developed award-winning virtual reality simulators for medical procedures and created an innovative process of training course development, which forms the basis of benchmarking skills for ongoing accreditation. He is also an Adjunct Senior Lecturer for the School of Medicine in the University of Notre Dame, Australia, and a contributing author for an Oxford University Press-published book, “Manual of Simulation in Healthcare”.

Mr Russell D. METCALFE-SMITHAssocate Director, Medical and Healthcare Simulation, Medical Education, Cedars-Sinai Medical Center, California, USA

Mr Russell D. Metcalfe-Smith is Associate Director of Medical and Healthcare Simulation at Cedars-Sinai, Los Angeles, California. He is a full-time faculty member within the Department of Medical Education.

Mr Metcalfe-Smith has been involved in research, education and medical education for over 15 years, both in the United States and in the United Kingdom. He is an internationally recognised speaker, clinician, and has published extensively in numerous journals. He is extensively involved in national and international education related to medical simulation and passionate about improving outcomes in healthcare. Mr Metcalfe-Smith currently runs the Women’s Guild Simulation Center for Advanced Clinical Skills at Cedars-Sinai Medical Center.

Assistant Professor Scott B. CRAWFORDAssociate Director, Regional Simulation and Training Center, Texas Tech University Health Sciences Center (TTUHSC), Texas, USA

Dr Scott Crawford is an Assistant Professor at the Texas Tech University Health Sciences Center (TTUHSC) and an Emergency Medicine physician at the University Medical Center in El Paso. He also serves as Associate Director for the Regional Simulation and Training Center at TTUHSC and was elected President


SPEAKER BIOGRAPHIES

of SimGHOSTS in 2015. He completed his Emergency Medicine Residency at Texas Tech in 2012. Dr Crawford earned his Bachelor’s degree in physics from Colorado College in 2004 and his M.D. from Rush University in Chicago in 2009. He has designed and installed computer-enhanced classrooms and teaching tools since 1999. Dr Crawford used his experience in simulation as a learner to assist with scenario and simulation design. He has worked to expand and customise his center’s networking, audio/video, debriefing, and learner assessment systems. Dr Crawford also designs custom task trainers and tools for use in simulation education. His work at the Regional Simulation and Training Center in El Paso provides immersive interprofessional simulation experiences for nursing students, medical students, Resident physicians, and community health providers in the region. He is also an instructor for the Advanced Hazmat Life Support (AHLS), Trauma Combat Casualty Care (TCCC) and TeamSTEPPS courses.Dr Crawford would like to use his knowledge and experience to help further the integration and function of simulation technology, and improve its efficacy for education and teaching.

Ms SEAH JiahuaNurse Clinician, Department of Infection Prevention and Control, Singapore General Hospital, Singapore

Ms Seah Jiahua has been a specialised nurse in Infection Prevention and Control at SGH for more than nine years. She holds a Degree in Nursing and Advanced Diploma in Critical Care Nursing. She has participated in numerous research and quality improvement projects. She has a keen interest in interprofessional collaboration with a multidisciplinary focus towards infection prevention, and control and patient safety.

Mrs Sigrun Anna QVINDESLANDSimulation Coordinator, Stavanger University Hospital and SAFER Simulation Centre, Stavanger, Norway

Mrs Sigrun Anna Qvindesland has worked full-time in simulation and medical education for the past six years as the hospital coordinator for simulation and training at Stavanger University Hospital and SAFER Simulation Centre in Stavanger, Norway. Interprofessional and in situ simulation have been her priority areas, as well as faculty development of clinical educators. She is an Emergency Nurse with a Master’s degree in Health Care Sciences, and proud to be an EU Sim instructor.

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SPEAKER BIOGRAPHIES


Dr Stefan GISINMedical Director, Department of Anesthesiology, Swiss Center for Medical Simulation (SimBa), University Hospital of Basel, Basel, Switzerland

Dr Stefan Gisin has been a staff Anaesthesiologist at the University Hospital of Basel, Switzerland since 2002. Deployed in various specialties of Anaesthesia (including cardiac, thoracic, neuro, obstetric), he has a special interest in pre-hospital emergency medicine. He is also a flying doctor for the Swiss Helicopter Rescue Service (Rega) and passionate Advanced Trauma Life Support (ATLS) Course Director.Dr Gisin is the Medical Director of the Swiss Center for Medical Simulation (SimBA). He implemented a multitude of course concepts for pre- and postgraduate simulation-based education, focusing on interdisciplinary and multi-professional team training. In collaboration with the Swiss Department for Development and Collaboration (DEZA) and the Swiss Public Health Institute (TPH), he serves as a Consultant in several healthcare education projects in Eastern European countries. He also serves as Faculty for several formats of international simulation instructor courses. Dr Gisin is Vice-President of SESAM (Society in Europe for Simulation Applied to Medicine) and President of the Swiss Association for Simulation in Healthcare (SASH).

Prof Celia TAN Ia ChooGroup Director, Allied Health, SingHealth, Singapore

Prof Celia Tan started in healthcare as a physiotherapist but soon developed a passion for capacity-building and service expansion to meet the increasing healthcare needs of her patients and fellow colleagues. With over 30 years in the healthcare sector, she has started many new clinical services, educational institutes and research units in the Singapore General Hospital and in SingHealth. She is currently the Group Director for Allied Health at SingHealth and holds adjunct positions with the University of Melbourne and Curtin University in Australia, as well as the London South Bank University in the United Kingdom. She is also an external examiner for Universiti Tunku Abdul Rahman in Malaysia. Her research interests are in biomechanical rehabilitation devices, and her patents and publications are focused on rehabilitation and spine care. Prof Celia Tan’s passion is to enable healthcare professionals to rise to their highest potential as clinicians, educators and researchers, so that patients are well cared for with the highest quality and state-of-the-art treatments.


SPEAKER BIOGRAPHIES

Dr Elaine TAN Ching ChingConsultant, Accident and Emergency Department, Changi General Hospital, Singapore

Dr Elaine Tan is an emergency physician at Changi General Hospital with an interest in the use of simulation in healthcare education. She completed a fellowship in medical simulation at the Center for Medical Simulation in Boston, USA from 2012 to 2013. She has been involved in multidisciplinary and interprofessional training using simulation for the past few years as well as conducting faculty development courses.

Ms TAN Hwee YuanNurse Educator, Nursing Education & Development (NED), Sengkang Health, Singapore

Ms Tan Hwee Yuan is a Nurse Educator at Sengkang Health. Her nursing experience includes multidisciplinary general ward nursing, high dependency and critical care nursing, and nursing education. Her current career focus is on simulation education, continuous professional education, and Simulation Faculty Development (SFD).In her current position as a Nurse Educator, Ms Tan conducts structured in situ code blue drills, interprofessional as well as inter-disciplinary in situ simulation in various disciplines, such as critical care units, emergency departments and general wards. She is also passionate about developing new simulation faculty. She conducts in-house SFD courses and is a Faculty for the Simulation Essentials for Healthcare Education (SEHE) simulation faculty course. She also co-facilitates the SFD for regional simulation users.Ms Tan develops, conducts and nurtures new educators to conduct continual professional education courses within their organisations. In developing her courses, she adopts a blend of pedagogy, such as problem-based learning, traditional didactics, e-learning as well as simulation. Courses that she has developed include: care of patients on mechanical ventilation, tracheostomy care, chest tube management and management of hyper/hypokalemia.

Dr TAN Li HoonSenior Consultant, Department of Anaesthesia and Surgical Intensive Care Unit, Changi General Hospital, Singapore

Dr Tan Li Hoon is a Senior Consultant Anaesthestist in the Department of Anaesthesia and Surgical Intensive Care, Changi General Hospital. Her formal introduction to the world of medical education

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SPEAKER BIOGRAPHIES


began when she was appointed as Core Faculty of the SingHealth Anaesthesiology Residency Programme (SHARP), a post she continues to hold. Since then, she has developed keen interest in the areas of simulation, assessment and faculty development. Dr Tan is a written examiner for the Master of Medicine (Anaesthesiology) Examination administered by the Division of Graduate Medical Studies, and an Adjunct Assistant Professor at the Yong Loo Lin School of Medicine, National University of Singapore. Currently, she also serves on the editorial board of the Singapore Medical Journal as the specialty editor for Anaesthesia. When not busy anaesthetising patients, running simulations or designing tests, she feeds her family with home bakes and tends her small collection of orchids.

Dr Tanya TIERNEYAssistant Dean, Clinical Communication Training and Student Welfare Medical Education, Lee Kong Chian School of Medicine (LKCMedicine), Nanyang Technological University, Singapore

Dr Tanya Tierney is a medical educator focusing on supporting medical students’ development as patient-centred and self-aware doctors. She leads the Clinical Communication course spanning all five years of the curriculum and heads the “House System”, which provides pastoral care, and supports the personal and professional development of medical students.Since relocating to Singapore in 2012, Dr Tierney has developed the Simulated Patient (SP) programme for LKCMedicine, recruiting and training over 150 SPs to meet the needs of the entire medical school. Training focuses on developing the SPs’ core skills of role-play and feedback, as well as specific skills relevant to local context (e.g. language barrier scenarios). Dr Tierney has a specific interest in mindfulness, and is developing mindfulness techniques that can enhance SPs’ performance and well-being.Dr Tierney has extensive experience working with SPs. She was the course lead for Clinical Communication at Imperial College London (2007 to 2011) and has several years of experience teaching communication skills at Imperial College London and other London medical schools prior to this. In addition to her position as Assistant Dean, Clinical Communication Training and Student Welfare, Dr Tierney continues to hold a position at Imperial College London as an Honorary Senior Lecturer in Clinical Communication.

Mr TAY Koon KhiamSenior Executive, SingHealth Duke-NUS Institute of Medical Simulation (SIMS), Singapore

Mr Tay Koon Khiam is a Senior Executive at SingHealth Duke-NUS Institute of Medical Simulation (SIMS). SIMS develops training programmes and supports accreditation courses. Mr Tay manages SIMS training assets in SIMS Centre (Academia). He is also involved in simulation-based medical education and provides secretariat, technical, and logistical support for clinical workshops and congresses. He is continuously improving SIMS’ medical simulation training through innovative implementations of technology and educational tools.


SPEAKER BIOGRAPHIES

Dr THNG Shin YingConsultant, Accident and Emergency Department, Changi General Hospital, Singapore

Dr Thng Shin Ying is a Consultant in the Accident and Emergency Department at Changi General Hospital (CGH). She obtained her Masters in Medical Education Leadership from the University of New England. She has a special interest in interprofessional education in simulation and team training. Dr Thng is currently co-leading the curriculum team for Interprofessional Faculty Development at CGH.

Mr Todd DADALEARESSimulation Specialist, Department of Medical Education, Hannaford Center for Safety, Innovation and Simulation, Maine Medical Center , Portland, USA

As a high fidelity simulation specialist and multimedia facilitator, Mr Todd Dadaleares brings 12 years of experience in design, implementation and operations to the clinical simulation environment. With a background in music production, communications and videography, Mr Dadaleares formulates technically sound and artistically rich productions. His dynamic presentation style creates an atmosphere of inclusive learning and fosters connections within the diverse realm of clinical simulation.

Mr Vito Maria Domenico NittiChief Technology Officer, Department of Information Communication Technology, imaginary srl, Italy

Mr Vito Maria Domenico Nitti graduated in Telecommunication Engineering. He has been managing software development teams in both research and commercial projects, with a specific interest in integrated software architecture for over 15 years. In February 2004, he became a funding partner of imaginary. Mr Vitto is currently covering the position of CTO and project manager, coordinating the (international) software development activities of the company, particularly in the field of serious games, gamification and virtual worlds.

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SPEAKER BIOGRAPHIES


Ms Jolin WUCommunity Preparedness Officer, Volunteer and Community Partnership Department, Singapore Civil Defence Force, Singapore

Ms Jolin Wu is a Community Preparedness Officer with the Volunteer and Community Partnership Department in the Singapore Civil Defence Force (SCDF). She processes and coordinates requests from members of public for visits to Civil Defence establishments, training in emergency preparedness and lifesaving skills, and public education materials such as posters and brochures.She also serves as a moulage make-up artist to help ensure realism in the SCDF’s scenario exercises, film productions and community engagement booths imparting first-aid skills. She utilises cosmetics to simulate injuries such as gunshot wounds, cuts, embedded shrapnel and burns on mock casualties. Ms Wu also conducts training sessions for some basic wound simulation make-up for SCDF officers engaged in public education ground outreach efforts.Notable platforms, where Ms Wu’s work has been featured, include videos for “Improvised First Aid Skills”, “SCDF Workplan 2016” and “SCDF Workplan 2017”, as well as the multi-agency joint exercise, Exercise North Star 9 and Exercise Heartbeat.

Mr Nigel YAPMedical Sales Executive, Creatz3D Pte Ltd, Singapore

Nigel is a Medical Sales Executive in the Medical Service Bureau (MSB) at Creatz3D Pte Ltd. MSB focuses on delivering 3D-printing services to the medical industry in the region. It helps convert DiCom file to 3D Printable Medical Models for the medical industry. Nigel’s enthusiasm and passion is in the medical application of 3D-printing and the benefits that it can bring to patient well-being. This focus led him to develop the medical division within Creatz3D. MSB prides itself in working closely with medical practitioners and educators, providing them with a one-stop medical 3D-printing Service Bureau. With three years of working experience in Creatz3D, Nigel is one of the most experienced staff in the company with extensive knowledge in various 3D-printing technology. In his current position, as a Medical Sales Executive, he aims to encourage the local medical industry to adopt 3D-printing technology in various areas from pre-surgical planning to medical training simulators. Nigel graduated with a degree in Business (Marketing) from RMIT Singapore Institute of Management.


SPEAKER BIOGRAPHIES

Ms YE HuizhenNurse Educator, Sengkang Health, Singapore

Ms Ye Huizhen is a Nurse Educator in Sengkang Health. Her nursing experiences include cardiac and cardiothoracic general ward nursing and education. She conducts and guides general ward nurses for code blue drills. She is passionate about developing new simulation faculty and enjoys incorporating simulation-based approach in her teaching. Her past teaching experiences include Lung Sounds Workshop for nurses, facilitating in the Cardiac and Cardiothoracic Nursing programme for general ward nurses, Heart Sounds and Murmur Workshops, Physical Assessment Course for Nurses, Crisis Resource Management, and TeamSTEPPS.

Adjunct Associate Prof YEO Cheo LianSenior Consultant, Department of Neonatal and Developmental Medicine, Singapore General Hospital, Singapore

Dr Yeo Cheo Lian, an accredited specialist in the care of newborns, is a Senior Consultant Paediatrician at the Department of Neonatal and Developmental Medicine in Singapore General Hospital and Programme Director of the Singapore Neonatal Resuscitation Course. She is also an Adjunct Associate Professor with the Yong Loo Lin School of Medicine, National University of Singapore, Associate Professor with the Duke-NUS Medical School, Singapore and visiting Senior Consultant to the Department of Child Development, KK Women’s and Children’s Hospital. She contributed as member of the 2015 International Liaison Committee on Resuscitation (ILCOR) Neonatal Task Force and reviewer of the Singapore Neonatal Resuscitation Guideline, 2011 and 2016. She is involved in national and regional education related to neonatal resuscitation.

Dr YIN ShanqingSenior Principal Human Factors Specialist, Department of Quality, Safety, & Risk Management, KK Women’s and Children’s Hospital, Singapore

Dr Yin Shanqing is a Senior Principal Human Factors Specialist at KK Women’s and Children’s Hospital, pioneering the application of human factors principles and methodologies toward healthcare research and solution-planning in Singapore. With over ten years of human factors exposure, Dr Yin’s journey has brought him through various domains such as aviation and process control. He has been involved in projects of varying scales, ranging from the development of user-friendly products and interfaces, to the design and refinement of large infrastructures as well as sociotechnical systems. He has a PhD in Human Factors Engineering and a BSc in Psychology, and is also an FAA-certified private pilot.

Boost the phys ic ian educat ion of your hopita l or t ra in ing center with v i r tua l rea l i t y s imulators : e f f ic ient medica l t ra in ing in a r i sk- f ree envi ronment . Meet Vi r taMed at the S3 S imulat ion Conference in S ingapore for a hands- on demonstrat ion dur ing the event to t r y out the nex t leve l in surgica l t ra in ing.

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Add.indd 1 9/21/2017 9:00:16 AM

Boost the phys ic ian educat ion of your hopita l or t ra in ing center with v i r tua l rea l i t y s imulators : e f f ic ient medica l t ra in ing in a r i sk- f ree envi ronment . Meet Vi r taMed at the S3 S imulat ion Conference in S ingapore for a hands- on demonstrat ion dur ing the event to t r y out the nex t leve l in surgica l t ra in ing.

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Add.indd 1 9/21/2017 9:00:16 AM


SPEAKER ABSTRACTS

Keynote Lecture Day One, 1410–1455 , Auditorium

Handling Variation is a Good Thing — The Learning from Success Approach to SimulationSpeaker: Dr Peter Dieckmann

Variations in approaches and deviations from guidelines are discussed in simulation practice, mostly in a negative sense as something to be avoided. However, actual clinical care is full of variations due to many different aspects, including specific patient characteristics, varying availability and quality of resources, or even dynamics in the treatment team.

Adapting to such variations and still delivering high quality care is a cornerstone of individual and organisational ability. Simulation can contribute to identifying strategies that work with such variations, to the benefit of patients. It can also discover the positive aspects of variability. This, however, requires a different use of simulation; not only focusing on rare negative events and errors, but also on common aspects of everyday practice.

This lecture lays the conceptual foundation for why it is a good idea to supplement the deficit-oriented approach to simulation with the “Learning From Good Performance” approach and also discusses practical implications to creating deep-going learning with this approach—reaching far beyond just a praising feast for good performance.

Assessment Using Simulation Day One, 1500–1630, L1-S3

Design for the Purpose: Simulation-based Assessments in Different Assessment Settings Speaker: Dr Tan Li Hoon, Dr Alex Joseph & Dr Mah Chou Liang

Workshop Level: Intermediate

Assessments are held at many stages of a health professional’s career and have a variety of purposes (formative versus summative) and consequences (high, low or no stakes). Depending on the setting, the requirements for and problems faced with conducting simulation-based assessments can be very different. Through facilitator-guided interactive small group discussions, participants will explore the different challenges faced and how they affect the design and conduct of the assessment.

Learning Objectives:1. Describe the role Describe the role of simulation-based assessment in different settings. 2. Discuss the challenges placed by the various aims/settings on the design and conduct of

simulation-based assessment.

Administration and Centre Management Day One, 1500–1630, L2-S1 Effective Design and Management of a Simulation Centre Speaker: Mr Ross Horley

Workshop Level: Intermediate The workshop aims to provide insight into some of the important, but often overlooked elements in the design and operation of a simulation centre, including sustainability and funding models.

Learning Objectives:1. Describe the role of simulation-based assessment in different settings. 2. Discuss the challenges placed by the various aims/settings on the design and conduct of

simulation-based assessment.

SPEAKER ABSTRACTS BY DAY/TIME

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SPEAKER ABSTRACTS


Curriculum Design & Development Day One, 1500–1630, L2-S2 Designing Effective Simulation Based Curricula for Microsurgery Speaker: Dr Amitabha Lahiri

Workshop Level: Intermediate The workshop aims to impart integrated conceptual understanding needed to develop effective and efficient training curricula for microsurgery.

Learning Objectives:1. Understand the concept of skill acquisition and characteristics of various simulation

techniques. 2. Integrate the concepts and resources to tailor your own simulation curriculum.

Faculty Development & Debriefing Day One, 1500–1630, L2-S3 & L2-S4

Planning a Simulation Session — Technical & Clinical Pearls Speaker: Mr Mohammad Naszrul Suaidi, Dr Amit Kansal

Workshop Level: Intermediate The session will focus on planning a simulation scenario that encompasses both the technical and clinical aspects of the simulators/scenario and its challenges.

Learning Objectives:1. Ability to plan a complex scenario 2. To anticipate and learn on ways to troubleshoot technical and clinical challenges

Curriculum Design & Development Day One, 1500–1630, L2-T1 Multidisciplinary In Situ Simulation in Perioperative and Critical Care — An Introduction Speaker: Dr May Mok Un Sam, Ms Sabrina Koh, Ms Tan Hwee Yuan, Dr Hairil Rizal Bin Abdullah

Workshop Level: Novice

The programme brings together doctors from Anaesthesiology and various surgical disciplines, nurses, and operating theatre staff (e.g. healthcare technicians) to train them in crisis resource management in their own clinical environment. In situ simulation has the unique characteristics of setting up simulation scenario in the normal clinical environment aiming to improve team work, identify latent threats and system issues that can compromise patient safety. The faculties have experience in conducting in situ simulation in perioperative areas, critical care areas, labour words and emergency departments. This program will enable participants to experience in situ simulation and view an introduction on conducting in situ simulation in their own workplace.

Learning Objectives:1. Participate in an in situ simulation2. Gain an introduction to ”Conducting your own in situ simulation”

Operations Staff Development Day One, 1500–1630, L2-T2 Healthcare Clinical Practice and Application to Simulation Speaker: Asst Prof Scott B. Crawford


Many working in the field of healthcare simulation technology and operations arrived from a background outside of healthcare. This session will address common disease processes and outline the relevant anatomy, physiology and pharmacology depicted within the simulation environment, for those without a healthcare background.


SPEAKER ABSTRACTS

Learning Objectives:1. Describe Describe common disease processes and associated physiology using correct

terminology. 2. Understand the use, function, and features of common medical tools as applied to the

simulation centre. 3. Implement improved clinical modeling based on laboratory and clinical environmental

factors to improve learning and engagement.

Technology and Operations Day One, 1500–1630, PSL

Hollywood 101: Becoming a Director to Improve Simulation Speaker: Mr Lance Ba ilyWorkshop Level: Novice

SimGHOSTSSimGHOSTS founder and film-maker Lance Baily is excited to provide a hands-on workshop to get you “behind the camera” and direct your first “big picture”!

This workshop will introduce the basic fundamentals of storyboarding, digital cinematography, lighting, and basic audio recording. Use these basic video production techniques to create Sim Lab orientations, promotional material or training tutorials.

Lance brings 17 years of video production experience to your day, ranging from small wedding videography to editing television pilots with Tom Hanks. Learn Lance’s hard-earned production secrets through hands-on exercises accomplished by small groups. Each group will learn how external constraints can add to the creativity of projects, enhancing learning for all audiences.Learning Objectives:

1. Learn how digital video production can be utilised by your simulation programme.2. Understand the basics of video production techniques, including cameras, microphones,

and management.3. Experience working with groups to produce short video segments and demonstrate how

to tell a story.

Curriculum Design & Development Day One, 1500–1630, White Space An Introduction to Moulage Speaker: Ms Nola Pearce


Moulage is the art of applying mock injuries for the purpose of training. Moulage improves the outcome of trainings by adding realism to the healthcare scenarios and allowing participants to view realistic injuries and situations in a controlled learning environment. Moulage in nursing, medicine, paramedicine and allied health simulation improves learning and take up skills.

Learning Objectives:1. Learn to create bruising, signs of shock or rashes.

Expert Panel Day One, 1645–1730, Auditorium

Human Factors in Safety and Risk Management Speaker: Dr Peter Dieckmann, Prof Celia Tan Ia Choo, Dr Yin Shanqing and Prof Ian Curran | Moderator: Assoc Prof Fatimah Lateef

Listen to experts discuss how to integrate and improve human factor competencies in simulation design and expected outcome. Learn from their experiences, advice, and the way forward for integrating human factors into simulation training.

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SPEAKER ABSTRACTS


Keynote Lecture Day Two, 0845–0930, Auditorium

Digital Disruption in Healthcare Training Speaker: Mr Bruce Liang

Technological advances have created opportunities for the way medical education and training can be delivered. At the same, there is growing pressure for healthcare professionals to be equipped with multi-disciplinary skills and knowledge to deal with increasingly complex conditions. Simulation training can help healthcare professionals build confidence and develop the necessary competencies in realistic and safe environments. Technology can also augment the possibilities, from the reconstruction of highly complex scenarios where physical artifacts are scarce, to ensuring consistency in training delivery. In his keynote, Mr Bruce Liang will share his views on the current challenges in healthcare education and the leverage that technology has to offer.

Assessment Using Simulation Day Two, 1000–1130, L1-S1

Evaluating Simulation Initiatives — The Narnia Wardrobe Speaker: Mrs Sigrun Anna Qvindesland, Dr Ralf Krage

Workshop Level: Intermediate–Advanced

We need to focus our efforts on gathering meaningful feedback and results from simulation sessions that will benefit our patients, colleagues, and organisations. How can we approach this need to put results back into the workplace to increase return of effort from simulation initiatives?

Learning Objectives:1. Gain better understanding of Kirkpatrick’s model for evaluating training programmes and

how this may apply to simulation activities in healthcare.2. Discuss actual methods to evaluate simulation training and exchange ideas and experiences

for bringing results back into the workplace.

Faculty Development & Debriefing Day Two, 1000–1130, L1-S3 Designing and Implementing Scenarios and Debriefings based on the Learning From Success Approach Speaker: Dr Peter Dieckmann, Dr Hairil Rizal Adullah


The Learning from Good Performance (LFGP) approach to simulation sets the focus on everyday, mundane scenarios that are common for the practice of participants. The debriefing of such scenarios sets focus on analysing the variability given in a scenario: where does it come from, what effect does it have, what are its potentials, and how can it be integrated into clinical performance? Participants will discuss possibilities of this approach for their own simulation practice and try out interaction possibilities during debriefings.

Learning Objectives:1. Describe the characteristics of the Learning from Good Performance (LFGP) approach to

simulation.2. Describe three strategies to design LFGP scenarios.3. Use at least two strategies to support LFGP debriefings.


SPEAKER ABSTRACTS

Operations Staff Development Day Two, 1000–1130, L2-S2 Job Description and Technical Competencies for Simulation Technicians Speaker: Ms Rachel Bailey

Workshop Level: Novice–Advanced

This workshop will discuss a research-based survey taken by simulation technicians regarding their background, duties within their job and how they are orientated.

Learning Objectives:1. Describe a detailed survey involving simulation technician’s daily tasks.2. Discuss the differences between a simulation technician’s perspectives of their field versus

the perceptions of others.3. Describe three Knowledge gaps between the actual role of the simulation technician and

the perceived role.

Curriculum Design & Development Day Two, 1000–1130, L2-S3 & L2-S4

A Systems Approach to Effectively Design Healthcare Simulations Speaker: Dr Jansen Koh, Dr Elaine Tan, Dr Yvonne Goh, Dr Thng Shin Ying

Workshop Level: Intermediate A systems approach is crucial to implementing effective Simulation-based Education (SBE) in healthcare. Healthcare is a complex adaptive system and requires a systems approach when implementing programmes to achieve improved patient outcomes. This workshop introduces the concepts and application of systems thinking to SBE. Participants will have the opportunity to use the systems approach to design a clinical simulation programme in small groups using a case-based scenario.

Learning Objectives:1. Define and understand systems thinking in complex adaptive system such as the healthcare

system.2. Describe the five “Rules” that can guide improvement in complex systems.3. Apply the systems approach to implementing effective Simulation-based Education (SBE)

Interprofessional Education Day Two, 1000–1130, L2-T1 Using In Situ Simulation and Interprofessional Education to Teach Infection Control During Resuscitation Speaker: Dr May Un Sam Mok, Asst Prof Ong Hwee Kuan, Ms Lee Yan Shan, Ms Bushra Binte Shaik Ismail, Ms Seah Jiahua


Adherence to Infection Control (IC) protocol is paramount to patient safety. However, during crises (e.g. cardiac arrest), healthcare professionals find it difficult to balance out the need for urgent patient management and adherence of IC measures.

The Singapore General Hospital surgical intensive care, simulation and infection control teams have conducted a joint pilot project in teaching IC using Interprofessional Education (IPE) and in situ simulation format. Our hypothesis is “Learning IC through IPE and simulation will result in better IC knowledge retention, in comparison with the standard online video IC education and create better team work.”

The Faculty would like to share with the participants their journey in setting up an IPE workshop involving the infection control and resuscitation theme, which is important to all healthcare professionals.

Learning Objectives:1. Discuss the benefits and challenges of setting up an IPE workshop.2. Experience setting up or participating in an IPE workshop.3. Discuss the art of debriefing an IPE audience.

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Administration and Centre Management Day Two, 1000–1130, PSL How to Innovate in your Simulation Centre Speaker: Ms Kirrian Steer

Workshop Level: Intermediate–Advanced Innovation is a buzzword that can be found in most strategic plans. But are you really innovating, or are you just keeping up? Small groups will use creativity tools and strategies to brainstorm innovations for their simulation centres.

Learning Objectives:1. Use the SCAMPER tool to identify creative ways to increase the use of an under-utilised item

or space within the simulation centre.2. Use brainstorming techniques to generate ideas for innovation.3. Formulate a 2-minute proposal for your innovation.

Technology & Operations Day Two, 1000–1130, White Space

Moulage Workshop Speaker: Ms Jolin Wu, Mr Mohamed Nur Sharife Bin Mohamed Jailani

Workshop Level: Intermediate The Moulage Workshop is a 90-minute programme, where participants can learn how to create injury simulations with the use of special effects make-up products and the application techniques.

Learning Objectives:1. Identify the tools and products required to create the different types of injury simulation.2. Execute different application techniques for each type of injury simulation.

Plenary Session Day Two, 1135–1220, Auditorium

Introducing a Hospital-wide Implementation of a Team Training ProgrammeSpeaker: Dr Ralf Krage and Mrs Sigrun Anna Qvindesland

Ambitions run high when implementing hospital-wide team training programmes. Hear presentations from different colleagues who have worked on building up and running such programmes.

Technology & Operations Day Two, 1245–1345, Simulated OT

Simulator Technology on Respiratory ConditionsSpeaker: Mr Kenneth Ng


The workshop is suitable for Clinical specialists, Educators and Technologists. In this workshop, participants will be introduced to the latest innovation and technology in medical simulation training on the Respiratory system. There will be an introduction to how technology was designed to handle the ventilation aspect of a simulator. What are the pros and cons of the different mechanical and valve control design. How ventilation rate and volume and pressure was recognised from the Basic Life Support (BLS) to high fidelity range of manikin. There will also be an introduction to the latest addition to the SimMan3G respiratory upgrade kit to improve the interaction with ventilator training.

Learning Objective:1. To allow simulation users to understand the technology embedded in the SimMan3G and

how technology impacts on respiratory simulation training


SPEAKER ABSTRACTS

Technology & Operations Day Two, 1400–1530, L1-S1 Medical 3D Printing 101 — From DiCOM to 3D Printed Model Speaker: Mr Nigel Yap, Ms Catherine Chia


Since its inception in 1976, Additive Manufacturing, otherwise known as 3D Printing, has brought about numerous benefits and solutions to many industries. In recent years, it is seen especially to have become more prominent as a tool in the area of Surgical Simulation and Medical Education.

This rapid emergence is expected to revolutionise how simulation labs and medical educators deliver medical education and service across all disciplines and surgical skill levels. The incorporation of 3D Printing enables Simulation Labs the ability to recreate life-like, patient specific pathology medical models that are taken from past patients’ CT/MRI Scans. In addition, these 3D Printed Models can also be made to emulate different tissues such as skin, muscle, fats and organs. These rubber-like materials aid junior doctors or medical students in identifying the essential tactile feedback that is needed during the learning of any surgical skillset.

Presently, 3D Printing has been applied to various medical disciplines in countries around the world. Simulation Labs and Medical Educators have actively employed this technology to aid and improve current simulation models and surgical practices as well as discover new methods and solutions, all in an effort to improve patients’ outcomes.

Learning Objectives:1. Summarise and describe the entire process of 3D Printing in the medical industry, going

from initial DiCOM file format to 3D Printed Medical Model.2. Differentiate and evaluate the types of 3D printers available in the market for various

applications of 3D printed medical model in Simulation Labs and Medical Education.3. Develop and be able to recommend new surgical skills training modules into Simulation

Labs and Medical Education modules with the integration of 3D printing technology.

Faculty Development & Debriefing Day Two, 1400–1530, L1-S3 Reflective Learning Through Blended Debriefing Speaker: Ms Sabrina Koh, Dr Baliga Janardhan, Ms Tan Hwee Yuan, Ms Ye Huizhen


Debriefing in simulation often places emphasis on discovering “meaning behind actions”. PEARLS as a blended debriefing framework can address technical and other aspects of the learners’ performance.

Learning Objectives:1. Review and appraise current debriefing strategies used by simulation educators and its

effectiveness.2. Discuss blended debriefing strategies that promote self-reflection and feedback for learning.

Curriculum Design & Development Day Two, 1400–1530, L2-S3 & L2-S4

Designing Human Factors into Simulation Scenarios Speaker: Dr Peter Dieckmann , Dr Stefan Gisin Workshop Level: Intermediate –Advanced

How to set up scenarios that help in creating human-factors oriented learning opportunities? Typically, simulation scenarios are designed around the technical/medical issues involved (e.g. treating anaphylaxis).

The workshop sets the focus on designing and implementing scenarios that focuses on human factor issues (e.g. challenges in speaking up, avoiding fixation errors). Participants will discuss features of scenarios that would allow them to create learning opportunities around non-technical skills (NTS).

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Learning Objectives:1. Describe strategies to design human-factors issues into scenarios.2. Discuss the rationale of creating and using obstacles for participants as a learning

opportunity.3. Describe two ideas for scenarios that can be applied in the participants’ own settings.

Technology & Operations Day Two, 1400–1530, L2-T1 Audio Equipment and Implementation for Simulation Speaker: Asst Prof Scott B. Crawford


This workshop will provide an overview of sound transmission, recording and reproduction. A special emphasis will be put on audio terminology to allow attendees to communicate clearly about sound-related problems they encounter in the world of healthcare simulation.

The workshop will also describe different types of audio components, wires, cable and audio connectors that may be encountered in a simulation centre. Design features of several centres will be highlighted to show how these tools have been implemented for improved learner engagement and enhanced function within the simulation centre.

Learning Objectives:1. Understand how sound is created and how these principles can improve audio recording

and reproduction.2. Describe the different types of connectors and cables used in simulation laboratories and

how they are used and repaired.3. Integrate audio augmentation devices, including public address systems and voice

modulators, to enhance patient portrayal and learner flow .

Technology & Operations Day Two, 1400–1530, PSL Why Healthcare Needs Aviation’s Black Box Technology Speaker: Mr Lance Baily


In his best selling book Outliers, Malcolm Gladwell examines the factors that contribute to high levels of success. Gladwell considers why the majority of Canadian ice hockey players are born in the first few months of the year, how Microsoft co-founder Bill Gates achieved his extreme wealth, and why the Beatles became one of the most successful musical acts in human history. Throughout his book, Gladwell theorises how historical and cultural circumstances can pave the way for such phenomenal success.

What can the healthcare simulation industry learn from a similar exploration of its own past, present, and future? Simulation Evangelist, Lance Baily has applied Gladwell’s theories to the industry and will explain why his projects, including HealthySimulation.com and SimGHOSTS.org, have made such huge global impacts in just five short years.

Learning Objectives: 1. Experience the history of simulation in healthcare told from the perspective of a current

champion.2. Understand how technologies became fully adopted in other industries like aviation.3. Expand knowledge of modern day tools, which can be used to increase the demand for

patient safety and simulation in your programme.


SPEAKER ABSTRACTS

Technology & Operations Day Two, 1400–1730, White Space

Full Body Moulage for Emergency Trauma Simulation Speaker: Mr Todd Dadaleares Workshop Level: Novice –Advanced

Learn to create intensely realistic moulage for a full body trauma patient. Participants will be provided insight on creating facial swelling, bruising, malformations of bone and bloodied, burned skin. Patients with traumatic amputations and impalement injuries will also be covered in detail.

Using SimMan3G as our model simulator, moulage skills will be demonstrated live while supported with videos and images of other traumatised high fidelity simulators. Participants will work in teams to moulage sections of a multi-traumatised patient. Silicone wound creation for adhering to mannequin and specialised blood materials will be used. A colour study and match-up will take place to create appropriately “ fresh” haematomas, bleeding and bruising.

Learning Objectives:1. Access under the skin of hi-fi simulators—to create swelling or believable internal injuries

and what to use for materials specific to the case.2. Approach moulage like an artist—by matching colour expertly.3. C lean up a very messy, moulaged simulator in time for a quick turnaround-using appropriate

specialised materials.

Faculty Development & Debriefing Day Two, 1600–1730, L1-S1 Flipped Classroom Approach for Simulation Speaker: Mr Md Khairulamin A. Sungkai, Dr Dong Chaoyan


This workshop will introduce and discuss the flipped classroom model as well as demonstrate how this can be integrated and conducted for a simulation session. Participants will walk away with an innovative learner-centered approach to flipped simulation training to enhance education.

Learning Objectives:1. Define the flipped classroom and describe how this can be used in healthcare simulation.2. Recognise the limitations and challenges related to implementation of this approach.3. Practice to conduct a flipped classroom prior to simulation learning.

Faculty Development & Debriefing Day Two, 1600–1730, L1-S3 Overview of Debriefing & Simulation Learning Theory Speaker: Asst Prof Scott B. Crawford


Debriefing is a core element to simulation-based education. Without debriefing, there is no place for self-reflection, contextualisation, and integration of existing knowledge with experience that will drive critical thinking and advancement of knowledge; transferring from fact acquisition to behavioural action to knowledge and skill development.

This workshop will review the terminology and background behind debriefing and describe important features that should be encouraged to enhance the environment and learner experience that are specific to the operations aspect of simulation. While often an educator-centric topic, this workshop will describe how simulation centre staff can improve the delivery of debriefing by working with educators to improve logistical requirements, and aid in the review of techniques and suggest improvements to current practice.

Learning Objectives:1. Describe the purpose of debriefing for simulation education.2. Discuss various models for debriefing.3. Understand tips and tricks for debriefing the difficult learner.

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Technology & Operations Day Two, 1600–1730, L2-S2 There’s an App For That! Performance-Boosting Apps Speaker: Ms Kirrian Steer Workshop Level: Novice –Advanced

This workshop will demonstrate free apps that can be used to improve the efficiency and outcomes of your simulation programme. Learn about apps for media development, presentations, databases, automation, project management and more.

Learning Objectives:1. Review key features of applications suitable for use in a simulation facility.2. Identify how applications may be used to increase efficiency or improve outcomes in a

simulation programme.3. Recommend applications being used successfully in your simulation workplace.

Assessment Using Simulation Day Two, 1600–1730, L2-S3 & L2-S4

Measuring Non-technical Skills with the Scottish Non-technical Skills Framework Speaker: Dr Peter Dieckmann , Dr Stefan Gisin Workshop Level: Intermediate–Advanced

Non-technical skills (NTS) are important in many contexts and are relevant for patient safety. Measuring the individual’s NTS can be valuable in a learning context to provide goal-oriented feedback. The Scottish NTS rating systems (ANTS; NOTSS, SPLINTS) are taxonomies that can also be used to assess NTS. They all comprise categories (e.g. Situation Awareness, Decision-making, Task Management, or Teamwork). Each category has several elements. Each element is described with positive and negative behavioural markers.

In this workshop, participants will apply ANTS to rate the performance of healthcare professionals in the videos. They will discuss their ratings with each other and in this way improve their reflection about how to measure NTS.

Learning Objectives:1. Describe the Scottish NTS rating framework.2. Discuss challenges in rating NTS in simulation scenarios

Technology & Operations Day Two, 1600–1730, L2-T1 Same Sim Different Day Speaker: Ms Rachel Bailey


This workshop discusses the evolution of a simulation centre from static verbal simulations to a high fidelity interactive simulation centre. Speakers will discuss the various steps taken to improve operations in regard to functionality of equipment, standardisation of simulations and fidelity of simulations. Speakers will also describe the steps taken to pilot each improvement to ensure that educational objectives were not compromised while operations were optimised.

Learning Objectives: 1. Identify the barriers of operational improvements. 2. Describe the integration of operational process improvements with other team members.3. Summarise techniques used to improve functionality and fidelity in simulations.


SPEAKER ABSTRACTS

Assessment Using Simulation Day Two, 1600–1730, PSL Nuts & Bolts of Assessment Using Simulation Speaker: Dr Pek Jen Heng, Dr Yvonne Goh


Gain insight on how simulation can be used for the purpose of assessment. Discover more about the tools of simulation modalities and assessment forms. This 90-minute interactive session allows questions and comes with answers about simulation and its role in assessment.

Learning Objectives: 1. Simulation modalities: Which is the right one for you?2. Assessment forms: Which is the perfect one for you?

Keynote Lecture Day Three, 0845–0930, Auditorium

High Performance Teams, Transformational Learning EnvironmentSpeaker: Assoc Prof Fatimah Lateef

Simulation and medical modelling has become an integral part of interprofessional teams’ training. Considering the complexities of medical information, knowledge, technical proficiencies and communications today, healthcare has now outpaced the traditional delivery and conventional education methodologies.

Simulation must be strategically incorporated into a well thought-out and customised curriculum in interprofessional teams’ training. Development efforts must be designed to leverage on the team’s time and resources, rather than taxing or stressing the members. Building high performance teams is the product of determined intentionality. High performance teams are groups that bring together, members committed to mutual growth and team success. With change as the only constant in our lives and practice, we cannot move away from being adaptable and flexible to transformation.

Learning and teaching can now take place outside the four walls of a lecture theatre or classroom. Our learning environment has taken a change in the form, nature and even appearance. It can happen in the sim-lab, in situ clinical environment and immersive environments, on tablets and iPads, smartphones, through virtual reality training, on computer screens, in the community and even as table top exercises.

The most critical pre-requisite is a growing and developing mindset, open to new ideas, innovation and change. This lecture will share the critical factors for forming a dynamic and robust high performance team as well as the framework to start training such teams. The critical factors include:

• A good overview of the team’s performance• Sharing of best practices for measuring team’s performance• Suitable measurement tools

Curriculum Design & Development Day Three, 1000–1130, L1-S1

Fundamentals of Standardised / Simulated Patient MethodologySpeaker: Prof Debra Nestel, Dr Tanya Tierney

Workshop Level: Intermediate Standardised or Simulated Patients (SPs) need to be well prepared to enable them to work effectively in healthcare simulations. This workshop explores key elements of SP scenario development, role portrayal, implementation and feedback.

Learning Objectives:1. Describe key features of an SP-based learning event.2. Identify benefits and challenges associated with SP-based learning from perspectives of

learners, SPs and faculty.

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Faculty Development & Debriefing Day Three, 1000–1130, L1-S3

Faculty Development in SimulationSpeaker: Dr Peter Dieckmann, Mrs Sigrun Anna Qvindesland, Dr Ralf Krage, Assoc Prof Agnes Ng

Workshop Level: Intermediate–Advanced Developing faculty expertise in simulation is a field of its own. Find out what experiences and advice can be useful for the simulation education community in continually developing their faculty.

Learning Objectives:1. Discuss competencies needed to run simulation activities.2. Gain an introduction to models of simulation education mastery.

Curriculum Design & Development Day Three, 1000–1130, L2-S2

3D Printing in Education — Application and ObservationSpeaker: Assoc Prof Andrew Chin, Asst Prof Chen Ching Kit

Workshop Level: Novice 3D Printing has been proven as a useful tool in perioperative planning for surgical procedures and techniques. At SingHealth, we leverage on this technology as a teaching tool to train our Residents.

Learning Objectives:1. Familiarise R esidents with the use of 3D printed models as a tool for surgical training.2. Assess the efficacy and effectiveness of such a training modality.

Faculty Development & Debriefing Day Three, 1000–1130, L2-S3 & L2-S4

Creating Robust Simulation Scenarios for Local ContextsSpeaker: Assoc Prof Michelle Kelly, Ms Sabrina Koh

Workshop Level: Intermediate Creating simulation scenarios based on local clinical issues or country-specific health priorities often confer greater benefit. However, creating simulation scenarios can be a challenging prospect.

Using a set scenario format, based on sound educational principles, ensures inclusion of the key elements for simulation-based education. Collaborating in the design process with others fosters creativity and unique scenarios, as each person brings their lived experiences ‘to the table’.

Akin to a Community of Practice (Lave & Wenger, 1991), those with more experience in the task at hand can support others with varying experience to extend and grow capacity in creating simulation scenarios of relevance. This approach, shown to be successful in other contexts (Kelly & Fry, 2013), will be the method used in this workshop.

Two experienced simulation educators from two different countries will facilitate workshop participants to create and refine meaningful scenarios that can be implemented back in the clinical or educational setting.

Learning Objectives:1. Have a greater understanding of the key elements for designing robust simulation scenarios.2. Have developed a unique simulation scenario based on their own and others’ clinical

experiences. 3. Be more skillful in adapting or refining other scenarios for different contexts.


SPEAKER ABSTRACTS

Technology & Operations Day Three, 1000–1130, L2-T1

Fabricate to SimulateSpeaker: Ms Rachel Bailey Workshop Level: Novice–Advanced This presentation will explore ways in improving realism in simulations by fabricating medical conditions. This course is an interactive classroom-based presentation that will include video of simulations that involve these fabrications. It will conclude with a 10-minute question-and-answer session, giving participants the opportunity to share ways to incorporate fabrication in their simulations.

Learning Objectives:1. Describe a hands-free technique to making active bleeding wounds.2. Discuss ways to incorporate pulmonary oedema into simulations.3. Describe the process to fabricating circulating ECMO through simulators.

Operations Staff Development Day Three, 1000–1130, L2-T2

The Day of the Tech: How to Increase Support and Programme Success Through Additional Technical StaffSpeaker: Mr Lance Baily Workshop Level: Novice Why do our simulation programmes ask non-technical clinical faculty to select, utilise, maintain, and replace technology components?

Despite the tremendous advances in technology, acceptance by the end user is not a foregone conclusion. Behavioural intent to use a technology can present a large barrier to an innovations effective and efficient implementation. This workshop explains the use of the Technology Acceptance Model (TAM) and how a skilled and competent Healthcare Simulation Technology Specialist can overcome barriers to technology implementation.

The workshop will also explore why a dedicated full-time simulation technology specialist is a requirement to long-term simulation programme success. Examples of where to find and train qualified support specialists, as well as gain administrative investment into the emerging profession will be provided.

Learning Objectives:1. Learn what technology adoption models are paramount to your institutions’ adoption of

simulation.2. Understand what staff positions are necessary for successful operation of simulation.

Gain valuable tools for creating staff positions related to technology operations, as well as where to find and train this unique job.

Technology & Operations Day Three, 1000–1130, PSL

Building an Ultra High Fidelity PICU Simulation for Orienting NursesSpeaker: Mr Todd Dadaleares Workshop Level: Intermediate This presentation will detail the process for building a two-stage simulation event that was created to enhance learners orientation to paediatric post open heart patients. Because these simulations are for new nurses to go through the process of admitting a post open heart paediatric patient to the unit, the details infused into the cases are extremely important and the reality factor is very high.

Some of the realistic factors include:1. Using three different types of smart pumps that are all programmed and running simulated

drugs with appropriate dosings;

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2. Bloodwork that is labeled exactly as it is at Maine Medical Center; and 3. Presentation of the child with how much equipment is present on bed when they present

at MMC PICU.

Todd will also cover the creative workarounds and enhancements used to make the baby bleed on cue from his mediastinal chest tubes, divert infusions to appear as if they are going into different access sites, make it seem as if baby is being paced by real pacemaker, appear as if baby is presenting a dynamic Central Venous Pressure number, and more!

Learning Objectives:1. Gain inspiration from the creativity and complexity of the setup and preparation to further

their own simulations.2. See what it takes to make a dynamic bleeding chest tube system for a post open heart new

born patient.3. Advance their knowledge of the layers of production and rehearsed coordination needed

for a case of this magnitude.4. See in detail the signal flow paths of all the main fluids, drugs, propped lines, pacing wires,

ecg leads and ventilator setting workarounds.

Keynote Lecture Day Three, 1135–1220, Auditorium

Simulation Technology and Operations — Insight, Innovation, and IntegrationSpeaker: Asst Prof Scott B. Crawford

This talk will outline the current state of healthcare simulation technology and operations, including the many advancements and innovations in this field. Simulation technology and operations is a unique specialty within healthcare simulation. It is the blend of innovator, educator, project manager, stage director, and technology integrator.

Healthcare has phenomenal tools and innovation to improve patients’ lives, so it is no wonder that the tools available for training are no less than state-of-the-art as well. Technological innovations in audio and video enhanced teaching, task training devices and computer-simulated environments for surgical and team training are just some of the innovations that we must learn to understand and help to develop.

Healthcare simulation professionals around the world can now easily connect, communicate and share ideas and innovation. It seems likely that the next advances in healthcare will be pioneered in the world of simulation.

Everyone involved in healthcare simulation can work to improve training and provide innovation. The special focus of groups like SimGHOSTS, INACSL and SSH have pushed the importance of technology and operations within simulation to be recognised, standardised and enhanced. These groups work together to create a new simulation standard to ensure consistent function and understanding of this diverse role.

Interprofessional Education Day Three, 1320–1450, L1-S1

Interprofessional Education Using Simulation Speaker: Ms Sigrun Anna Qvindesland, Dr Ralf Krage, Ms Robyn Foo

Workshop Level: Intermediate –Advanced

We need to train as we treat! What considerations should we note when designing Interprofessional Education (IPE) simulation sessions that reflect team treatment situations?

Learning Objectives:1. Introduction to principles and models of Interprofessional Education.2. Exchange of experiences of IPE activities.3. Discussion on other potential areas for IPE for simulation, why this method and what will it

entail and what will the results be?


SPEAKER ABSTRACTS

Integration of Research in Simulation Day Three, 1320–1450, L1-S3

Turn Your Everyday Simulation Activity into ResearchSpeaker: Dr Dong Chaoyan, Mr Md Khairulamin A. Sungkai

Workshop Level: Intermediate The workshop aims to provide insight into some of the important but often overlooked elements in the design and operation of a simulation centre, including sustainability and funding models.

Learning Objectives:1. Understand the design elements and process of a simulation centre to avoid common pitfalls.2. Identify funding and business models appropriate for achieving sustainability.

Interprofessional Education Day Three, 1320–1450, L2-S3 & L2-S4

Making Multi Professional Simulation Work in Patient Safety InvestigationsSpeaker: Mr Russell Metcalfe Smith, Ms Lee Aijin


This workshop will look into investigating an adverse event using simulation, which increases the understanding and participation of those engaged in the event.

Learning Objectives:1. Learn about the SAE Process and immersion in simulation.2. Create an environment to allow for wider discussion.3. Get an outcome delivered by the team.


Audio Issues in Simulation — Theory and PracticeSpeaker: Mr Todd Dadaleares Workshop Level: Novice–Advanced

This workshop will provide an overview of sound transmission, recording and reproduction. A special emphasis will be put on audio terminology to allow attendees to communicate clearly about sound-related problems they encounter in the world of healthcare simulation.

The workshop will also describe different types of audio components, wires, cable and audio connectors that may be encountered in a simulation centre. Design features of several centres will be highlighted to show how these tools have been implemented for improved learner engagement and enhanced function within the simulation centre. Explanation and comparison of the connection and similarities between musical composition/performance and creative, complex simulation production.

Participants will see and hear how this complex and elaborate system is laid out across a networked 20,000 square foot simulation centre. Blueprints, signal path flows, video and audio will enhance this portion.

Learning Objectives:1. Understand different microphones types and utilisation of each for simulation.2. Describe the use of mixers and digital vs analog signal processing tools for live audio

adjustment.3. Understand the audio signal pathways common to many simulation centres to allow

trouble-shooting of audio equipment.

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Medical or Non-Medical — That is the QuestionSpeaker: Ms Rachel Bailey Workshop Level: Novice–Advanced“Are their backgrounds really important?; What are the obstacles faced when recruiting?” The speaker will share information on the recruiting process for an education specialist and a simulation technician. Participants will also learn about the recruiting obstacles and how they can identify an applicant, regardless of their background.

Learning Objectives:1. Describe the process of hiring an education specialist and how that same process is used

when recruiting and hiring a simulation technician.2. Identify the recruiting obstacles for a simulation technician role and how to overcome those

obstacles.3. Demonstrate an ability to pinpoint an applicant’s process improvement potential in a

medical environment, regardless of their background.

Curriculum Design & Development Day Three, 1320–1450, PSL

Neonatal Resuscitation Training: Journey from Traditional to Technology-assisted Learning and GamificationSpeaker: Adjunct Assoc Prof Yeo Cheo Lian, Dr Imelda L Ereno, Dr Selina Ho Kah Ying, Mr Tay Koon Khiam

Workshop Level: Intermediate –AdvancedThe workshop will cover the history and challenges in developing a neonatal resuscitation training programme in Singapore. The training started with the use of low-fidelity manikins and didactic lectures, and subsequently encompassed simulation using high-fidelity manikins and online modules. Due to time and resource constraints as well as the recognition of the need for more frequent training, the Resuscitation Game was designed and developed by the Singapore Neonatal Resuscitation Course (SNRC) in collaboration with Serious Games Association, Singapore.It was designed as a single-player with 1-3 NPC (non-player character), unguided, web-based simulation game accessible using desktop or laptop computers to re-train and assess the knowledge and technical skills of neonatal resuscitation. The introduction of the Resuscitation Game is a step away from the traditional intermittent “bolus” training to a model of learning that facilitates learning on a continuous basis, focusing on competency rather than compliance to institutional policy. It aims to empower learners to take control of their own education and has the potential to impact re-training and competency maintenance in other resuscitation programmes.

Learning Objectives:1. Describe the role of gamification and computer simulation in neonatal resuscitation training.2. Discuss the requirements and approach used in designing, prototype development and

evaluation for quality assurance.3. Live demonstration and provide participants opportunities to play the online Resuscitation

Game.

Interprofessional Education Day Three, 1320–1450, White Space

Mass Casualty Incident DemonstrationSpeaker: Dr Ng Yih Yng, Mr Mohammad Hafif Othman, Assoc Prof Fatimah Lateef Workshop Level: Intermediate

Mass-casualty incidents (MCI) are rare and challenging to manage, both on scene and in the higher tier care. MCI drills allows healthcare responser to prepare for such events.


SPEAKER ABSTRACTS

Learning Objectives:1. Demonstration of prehospital care, tactical field care and ambulatory trauma care.2. Demonstration of tertiary care with emergency surgery for traumatic patient in the A&E.

Assessment Using Simulation Day Three, 1500–1630, L1-S1

Developing Tools for Assessment in SimulationSpeaker: Ms Sabrina Koh, Mr Ahmad Khairil Bin Moham, Ms Tan Hwee Yuan, Ms Ye Huizhen


Using simulation as assessment requires a set of fine-tuned criteria-based descriptors. This workshop aims to provide an experience in the process of developing assessment criteria and tool.

Learning Objectives:1. Review and appraise current assessment framework used for simulation or skills-based

assessment.2. Discuss and develop assessment tool for use in simulation practices.

Faculty Development & Debriefing Day Three, 1500–1630, L1-S3

How Debriefing Unfold in Different National and Professional CulturesSpeaker: Mr Peter Dieckmann


National cultures can be described along several dimensions, including power distance. The culture will influence how debriefings unfold: Who talks to whom about what and in what form? What are debriefing taboo topics? What are the prerequisites to optimise the learning?

After a short presentation of recent findings from a study in debriefings in different cultures and a model to describe cultures, participants will work interactively with debriefings role plays and adjust those along the different dimensions of culture in small groups. A concluding discussion will investigate other relevant cultures that might need adjustment (e.g. departmental, professional, discipline-oriented).

Learning Objectives:1. Describe a model that relates to national cultures.2. Discuss how culture can influence debriefings.3. Discuss strategies to adjust debriefings to multi-culture contexts.

Administration and Centre Management Day Three, 1500–1630, L2-S2

SESAM Accreditation of Simulation-based Educational Institutions Speaker: Dr Stefan Gisin


The workshop aims to introduce SESAM’s newly launched accreditation system. The speaker will deliver insights into the development process and highlight core content elements and value for applicants who wish to get accredited.

Learning Objectives:1. Introduce SESAM’s newly launched accreditation system.2. Deliver insights into the development process.3. Highlight core content elements and value for applicants.

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Faculty Development & Debriefing Day Three, 1500–1630, L2-S3 & L2-S4

Briefing & Debriefing Practices in Healthcare Simulation: “Bookends” to Promote LearningSpeaker: Prof Debra Nestel


Briefing and debriefing practices are key to effective healthcare simulation practice. Consideration is given to debriefing practices but briefing practices are also important. In this workshop, we shift focus to briefing practices.

Learning Objectives:1. Describe key tasks for briefing in immersive healthcare simulations.2. Demonstrate effective briefing practice for a simulation learning event.


From High Fidelity to High Feedback — What is the Affordance?Speaker: Asst Prof Scott B. Crawford


Acting on information is more important than gathering it in many scenarios. Even the best “high-fidelity” manikins cannot simulate expected pathology or physical exam findings consistently or often in a manner that can be easily interpreted even by experienced learners. This workshop will introduce a concept termed “high-feedback” simulation as an alternative to “high-fidelity” simulation.

Learning Objectives:1. Understand limitations of current “high-fidelity” manikins.2. Apply multiple low cost alternatives for fidelity enhancement to simulation scenarios.3. Discover how to incorporate “high-feedback” simulation techniques into a scenario.


Teaching Others to Use and Troubleshoot TechnologySpeaker: Ms Kirrian Steer


This presentation highlights the maturation of simulation technology and operations roles around the world and reveals clear role descriptors and competencies required for career progression.

Learning Objectives:1. Examine the characteristics of entry level, intermediate and senior simulation technicians.2. Explore the position descriptors and requirements for typical sim tech, operations, and

management roles.3. Evaluate the relationship between qualification/certification requirements and role

descriptors.

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DESCRIPTIVE STUDIES — ORAL

00008

Pro-physiology On-the-Fly with LLEAP

Chong Jaan HwanSingHealth Duke-NUS Institute of Medical Simulation (SIMS)

Introduction and Aim: Research objectives were to develop a teaching skill with Simulation Based Learning and to study the effect of developing a teaching skill with Simulation Based Learning.Description:In view of not all of our manikin operators has clinical background, to preserve the suspension of disbelief for the simulation exercise, we adopted pre-programmed scenario and “on-the-fly” with SimDesigner (found in LLEAP). The programmed scenario allow smooth transition of parameters from stage to stage, while programmed “on-the-fly” allow ad hoc parameters change with less drastic, organised and pro-physiological fluctuation. The “on-the-fly” is programmed as five handlers, namely: airway, breathing, circulation, auscultation, &, checklist. These “on-the-fly” handlers can be linked to all 3G’s scenario to meet to at scene parameter changes requirement. For instant, manikin operator can find “IV fluid w transient result”, “VT-VF”, “ROSC”, “Cushing”, “ECG artefact on” in circulation handler. In the option of “VT-VF”, participants will see an R-on-T occur on current ECG waveform, which trigger a 20 sec of pulseless Ventricular Tachycardia, and follow by Ventricular Fibrillation.

Discussion:To preserve the suspend of disbelief with or without clinical background, the programmed “on-the-fly” allows series of parameter changing commands take place with ease, faster and often with greater clinical sense.

00009

Enhancing Medical Simulation Training in the SAF Medical Training Institute

Lee Sian ShaoSAF Medical Training Institute (SMTI)

Introduction and Aim: The use of simulation and technology has been an integral part of training at the SAF Medical Training Institute (SMTI) for the past 20 years. From the use of simple part-task trainers to high-tech simulators, SMTI’s medical simulation training has evolved over the years, with new advances in technology and training pedagogies. With increased experience in the field, SMTI has incorporated the use of new methodologies, techniques and tools to give trainees a positive training experience and improve the overall training effectiveness.

Description:To revitalize how simulation is employed in SMTI so that it continues to provide a realistic, engaging and safe learning medium for trainees, leveraging on technology and re-calibrating the approach of the use of simulation are two main thrusts identified to achieve the goals. With the completion of the Medical Simulation Training Centre (MSTC) and acquisition of new simulators in 2012, SMTI embarked on a multi-year project to enhance its training capabilities with simulation as one of the key focus areas. The SMTI simulation roadmap is broken down into various milestones, each targeting a specific area to improve. The whole project is summarized into: 1) classification of simulation tools or capabilities, 2) curriculum transformation to review enhance

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use of simulation, 3) incorporating the use of new technology to enhance training, 4) mixing different techniques to create new training experience and 5) increase realism through moulaging.

Discussion:1) Classification of SMTI simulation tools. Before moving ahead, first we have to take stock of our current capabilities, classifying them to identify the pros and cons of each simulation tool, so that we can better recommend the appropriate tool for the intended learning objectives. 2) Curriculum transformation. As part of the SAF wide training transformation masterplan, we took the chance to review the curriculum to incorporate simulation training at different stages to reap maximum benefits. 3) Harnessing new technologies. Other than the use of the MSTC to improve simulation training, E-learning capabilities were also enhanced, such as the development of online learning platforms and e-courseware packages to allow learners to be better prepared for their practical lessons. 4) Introducing hybrid simulation. We assessed the possibility of improving training efficiency via the combination of different modalities to leverage on the advantages of each simulation tool. 5) Improving casualty moulaging. To enhance training realism and bring out the fear factor in the trainees, we see the need to further improve the standards of casualty moulaging yet at the same time to ensure that it is cost and time effective and sustainable in the long run. The introduction of the various initiatives has refreshed how simulation is utilized in SMTI, making training more interesting and engaging, especially for the new generation of soldiers. This has led to more experiments on how simulation training can be executed, breaking out of the confines of the simulation. Since the roll out of these initiatives four years ago, there has been renewed enthusiasm and increase creativity in the conduct of training. This is reflected in the positive feedback received, and led to the increase in our medical personnel’s competency and confidence.

00012

Initial Impression of Breathing 3G with ASL5000 Lung Kit


Introduction and Aim: Integrating SimMan3G with mechanical ventilation is a challenge. A main technical hurdle is to synchronize the simulated breath, chest movement, breath sound, parameters and ventilator findings without ventilator modification.

Description:Lack of inspiration flow limits any patient simulator’s role in clinical simulation which required mechanical ventilation. With emergency, intensive care and anaesthesiology are the common users of our simulation services, we have explored six devices in an attempt to meet the needs of simulation training with ventilator. The Lung kit by Ingmar Medical is the latest breathing simulator that we had try to incorporate with SimMan3G and had an initial technical trial run. In this trial, 3G & ASL5000 is tested with: 1) ability to generate spontaneous breath with and without ventilator support; 2) ability to breath with Pressure Support with several flow trigger and PEEP adjustment; 3) ability to breath with alternate volume and pressure targeted ventilation support mode, i.e. SIMV+PS; and, 4) ventilator adjustment with simulators with severe asthma settings.

Discussion:Simulator(s), with physiological and pathological breathing ability, has/have the potential to become a standard training tools for simulation exercises in critical care, anaesthesiology and emergency environment.

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00018

Redesigning the Suturing Workshop for General Surgery House Officers

Natascha Putri, Jeremy NgNational Cancer Centre Singapore, Singapore General Hospital

Introduction and Aim: Suturing workshops for General Surgery House Officers (GS HOs) were previously conducted on an ad-hoc basis every few months, and plagued by poor attendance. Uncertainty regarding its utility due to erratic teaching content, as well as competing service demands were cited as reasons for lack of participation. This year, the Post Graduate Year 1 (PGY1) Committee has mandated compulsory attendance for all GS HOs. In line with the new directive, the curriculum was redesigned with emphasis on clinically relevant knowledge and practices, and the workshop restructured to enhance its efficacy, including a component of assessment using task trainers.

Description:The workshop now happens more frequently, to keep class sizes small, and ensure that PGY1s with shorter 3-monthly rotations are able to attend. Dates are announced before their start with the department, so that leave projections and call schedules can be planned ahead. For those absent due to illness, they can come for the next session even if they have moved on to other postings, and a letter of explanation to the next department head is supplied. It is held on a weekend afternoon, to ensure sufficient time to settle changes after morning rounds. Reminders are sent to the department the week preceding the workshop and also a day before, so adequate manpower can be mobilized for each team. A consistent group of PGY1 GS Core Faculty conduct the teaching, which now has an added component of lectures on basic surgical skills theory, and also both videos and live demonstration of suturing techniques, before the attendees have hands-on practice sessions followed by an individualized skills evaluation station. Another feature is the introduction of summative assessment tools in the form of pre- and post- workshop quizzes, comprised of MCQs and extended matching questions, to objectively track their progress.

Discussion:To garner feedback about the revamp, a questionnaire on needs assessment was distributed during the session. We enjoyed good response rates and results were heartening. A vast majority felt that the workshop was necessary, despite all having had some form of exposure to basic surgical skills and suturing practice previously (eg. Medical school, attended courses, taught during other postings). Most voted that it should be made compulsory, and HOs were unanimous in their agreement regarding its usefulness. In response to suggestions received, the timing of the workshop was progressively shifted to start later on a weekend morning, then subsequently moved to the afternoon. At the start of the session, they were asked to rate their subjective confidence about their current ability to perform basic suturing against a 10-point Likert scale. At the end of the workshop, this question was posed to them again, and mean scores rose from 5.57 to 7.91. Objectively, there was also improvement in their quiz marks from 80.67% to 92.78%. In terms of suturing skills evaluation, four-fifths were able to achieve a “satisfactory” grade at first-pass. Grading was done by an independent consultant surgeon who was not a Core Faculty member involved in the teaching. The Kirkpatrick training evaluation model was adapted in the curriculum redesign, to help measure the effectiveness of our teaching in a step-wise manner across several levels – gauging the reactions of the attendees, analyzing their scoring patterns, and finally, evaluation and grading by a credible external source as a judge of successful behavioral change. The restructured GS HO Suturing Workshop has yielded early encouraging findings, and continues to be an evolving educational platform to enhance the PGY1s learning experience in a surgical rotation. Feedback received will be used to modify subsequent workshops to enhance its validity and value to the participants.


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00036

Organised Chaos: A Descriptive Study of Simulation in the Resuscitation Area through a Board Game for Nurses

Suraidah Selamat Singapore General Hospital

Introduction and Aim: The Department of Emergency Medicine (DEM) is a challenging place where its staff needs to be proficient to deliver safe and quality care despite limited time and resources. Clinical skills were learnt but leadership, role delegation and communication is infrequently cultivated and exercised. Simulation in DEM is extremely challenging due to limited resources, high acuity and unpredictable influx of patients. This study aims to hone leadership and role delegation and improve confidence and communication during crisis. A board game was created to simulate a busy resuscitation area which assess participants on leadership, role delegation, communication and prioritization of their patients.

Description:The resuscitation area was simulated using a large board and paper pieces. 11 nurses who are trained in emergency nursing participated. Players are required to complete scenarios with actions that were typically carried out on clinical areas. A minimum of three players are required and each player is represented with their name tag that is placed on the board. The board cannot be left without any player. Nurses take turn to be team leader (N1) with two team members (N2 & N3). Only N1 makes decisions and set priorities based on the given scenarios. Players could discuss; but only N1 can delegate the tasks. However, each player can only carry out one action at a time. Actions requiring them to leave DEM would be equivalent to the player sitting out of the game for a few minutes. Their absence would challenge N1 further as she would have less members in her team. The game ends when N1 has successfully completed all tasks and decant her patients out of the resuscitation area. Game would also cease if the board is left without any player present due to all players carrying out actions as this represents compromise in patient safety.

Discussion:Players were assessed through peer review. They gave feedback to each other based on leadership, role delegation, communication and prioritization of their patients. They also shared their emotions, stress level and opinions as the team leader (N1) after the game. The game was incorporated in a structured orientation program for the 11 nurses. Through peer review and reflection and discussions; participants could evaluate on their own and their peers’ performance, leadership, delegation and resuscitation management. Diverse styles of leadership and conflicting management were observed during the game. Nevertheless, eight participants provided positive feedback that the exercise allowed them to have a bird-eye view of a busy resuscitation area that test their situational awareness, leadership and role delegation. They were also more confident in their skills and team management after the program. This study is the first of its kind in the department and could be followed up with a bigger population by repeating the game to assess for improvement and further assessment and observation the nurses in real time in the actual resuscitation area. The board could be a robust tool for healthcare team to use to improve team dynamics, responsiveness while still sustaining the functionality of DEM. It could effectively enhance communication within team members and allows areas for improvement without compromising patients’ care and safety.

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DESCRIPTIVE STUDIES — POSTER

00004

Getting the Grip! The Usefulness of the Integrated Resuscitation Drill in Preparation for Clinical Practice

Francis Albert Lo1, Ranjana Acharya1, Charmaine Krishnasamy2, Loo May Eng2, Dorai Raj Appadorai1

1Tan Tock Seng Hospital, 2National Healthcare Group

Introduction and Aim: The Integrated Resuscitation Drill (IRD) is an interactive instructional course for junior doctors and nurses to practice challenging acute medical scenarios in a simulated environment. Feedback from learners is important for the maintenance of quality and standards, and to inform how the experiences for future learners can be improved.

Description:Four scenarios, each with 4–5 nurses and junior doctors, were simulated on high-fidelity simulation manikins. Trained facilitators conducted the simulation exercise followed by debriefing. Feedback was rated on Likert Scale, and spaces were provided for written comments. The feedback from 44 doctors and 59 nurses was analysed. The majority of the learners (83%) reported that the case scenarios/simulation sessions reinforced their knowledge and skills in acute medicine, and helped them improve on communication skills with fellow doctors and nurses. Some themes include Learning under stress, Understanding better, Working with other healthcare professionals and Reflection.

Discussion:Being in the hot seat challenged the application of knowledge, and practicing helped them to drill in the protocols. They appreciated the hands-on experience and suggested that it might be helpful to take turns in leading scenarios. The debriefing also helped them to reflect on their performance for future improvement. The learners appreciated the opportunity to practice and learn from mistakes in a simulated environment. Their feedback provides insight to their preferences during the IRD and enhances understanding of learners’ experiences for future considerations on how IRD sessions can be further improved for learners.

00005

Picture Perfect Learning – Using Visual Work Instructions for Operations Staff Development

Sharon YapChangi General Hospital

Introduction and Aim: Changi Simulation Institute (CSI) started operations in 2013 with 2 simulation technicians to assist our simulation instructors in course setups, manikin operations and video recordings during simulation sessions. Each of the 2 simulation technicians handled a portfolio of courses independently. Training was done on the job through trial and error and by learning from the simulation instructors. As CSI begun to see greater demand for simulation training, we started a project in 2015 to develop and use visual work instructions to capture this collective knowledge for operations staff development, collaboration and continuity planning in the institute.

Description:In 2015, the simulation technicians started a pilot project to develop visual work instructions for selected courses under their charge. These visual work instructions documented the operations workflow and critical process steps for performing manikins, medical equipment and room setups and for the running of the scenarios during simulations using extensive visual representations. Their graphic nature showed what the end product looks like through the use of photos, videos, flowcharts, checklists etc. The


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visual work instructions were then used as training aids during the cross trainings for the simulation technicians. Following these cross trainings, self assessment surveys were used to rate their knowledge, skills and confidence in managing each other’s courses. Feedback was also sought from the various simulation instructors on the setups and operations of their courses.

Discussion:Overall, the survey findings showed that the implementation of visual work instructions (VWIs) had increased the confidence levels of the staff from 43% to 71% when managing each other’s courses. The results also rated the VWIs as useful job aids during the cross-trainings, which had reduced the time required by the staff to learn new work operations during course handovers. They were also able to achieve reductions in pre-course preparation times and incidences of error and rework, as there was less reliance on memory and past experiences. Positive feedback gathered from the various instructors of these courses had also collaborated these findings. Research had shown that the standardisation of work processes often leads to a reduction in variability and errors for the same task done by different individuals. These documented work processes will form the standard workflows for the running of simulation courses in CSI. VWIs will thus lead to increasing the flexibility of staff allocation, eliminating unplanned downtime and reducing the errors for repetitive tasks. Qualitative feedback gathered from the surveys also showed that post-course reviews and discussions between the simulation technicians had contributed to more in-depth understanding of the courses managed and the generation of new ideas for improvement. The development of VWIs had provided a starting point in the creation of a knowledge management repository in CSI. This project had provided some insights into the positive effects of identifying, retaining and harnessing the collective knowledge of individuals. By consolidating the VWIs online, we were able to direct individual skills, experience and norms into a shared platform for knowledge sharing and collaboration. As individuals continuously contribute towards the improvement on “best practices”, it creates an iterative process for re-engineering of the internal operational processes as well as for individual learning and growth.

00006

Manikin Airway Assessment with Video Laryngoscope


Introduction and Aim: Endotracheal intubation is a popular practical skills training in Institute for Medical Simulation and Education (IMSE), with Advance Cardiac Life Supports (ACLS) course is a popular class with practical skills, an estimation of five-six hundreds endotracheal intubation attempts is expected monthly. The airway maintenance of ACLS manikins is a challenge to the Simulation Operation Specialist (SimOps) to meet the demand of intubation training needs.

Description:Due to multifarious, airways feature of manikins will breakdown and require technical maintenance, hence, monthly needs of five to six hundreds numbers of intubation attempts is a challenging task for SimOps. Frequent airway screening is a method the SimOps adopt to ensure these manikin meet the training requirement. Nevertheless, SimOps have realized the weakness of manikin’s airway assessment with laryngoscopy and tactile exploration. With occasional video laryngoscopy assessment, we realized that about a third of ACLS manikins suffered from various degree of damage airway. These damages could not be detected with usual laryngoscopic and tactile exploration.

Discussion:In consideration that not all clinical training facility has video laryngoscope. For a SimOps, who is looking after manikin for frequent practical airway intubation training, can adopt assessment method(s) that suit the settings of individual training facility. Video laryngoscope is a useful tool to broader airway assessment for these manikins.

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00007

Darkroom a Retro Technology for a Safer Simulation Control Room


Introduction and Aim: For better concealment and simulation observation, the control room of the simulation lab is often hidden behind one-way mirror and in a dim environment. Yet, faculties, manikin operator, simulation operation specialist (SimOps) need lights to read scenario script and to be able to maneuver safely in the control room that laid with Audio Visual system, communication & power cables, and gas piping. Hence, Institute for Medical Simulation and Education (IMSE) explored alternative lighting that ensures the needs of control room and not to break the concealment of the control room.

Description:In the survey of alternative lights, SimOps learnt photographer, astronomer and military use red light as a controlled visual aids while it minimally disturb the works or atmosphere. SimOps has turned a few reading lights into red light source and tried in a few simulation exercises. We realized that red lights has following advantages: 1) It enable reading in darkness 2) It ease of keyboard use and cable manipulation in darkness 3) It preserves faculty’s observation of the on-going simulation 4) It reduces transient flash blindness, and 5) it allows the person in the control to see while not being seen from simulation laboratory.

Discussion:Red lights in control room during simulation exercise is an essential visual aids with both operational and safety value.

00014

Simulation in Primary Care – Use of Independent Assessment Teams

Mitesh Shah, Anandan G Thiagarajah, Janan Lee SH, Cynthia Tan YL, Ng Sai Choo, Toon Chien YiSingHealth Polyclinics

Introduction and Aim: SingHealth Polyclinics conducts emergency simulations of collapsed patients twice a year under the purview of Code Blue drills. These are conducted by each Polyclinic’s own emergency champions. The complexity and duration of the simulation is variable and prone to bias. To adopt the use of independent assessment teams to ensure more accurate and standardized steps to assess the clinics’ response teams during emergency simulations.

Description:The use of independent assessment teams to conduct emergency simulations was piloted in 4 SingHealth Polyclinics in April 2017. Standardized scenarios were crafted using standardized victims and manikins. Each simulation had a fixed duration of 20 minutes.

Discussion:Through the use of independent teams and standardized scenarios, a more realistic observation of actual practice was noted. Observations on reaction times, staff knowledge and system gaps were documented. Gaps identified were highlighted to the clinic management and emergency champions as learning towards better care for our patients. The use of independent assessment teams managed to highlight gaps in the Polyclinics’ emergency preparedness. This was seen at various levels from time to activation of the emergency team to staff knowledge and clinic processes. Key words: Simulation, Primary care, Emergency, Independent Assessment team.


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00017

Sustainable and Cost Effective Moulage

Nurul Hadainah Binte Muhamad Suhaimi, Zakiah Binte AsmawiChangi General Hospital

Introduction and Aim: Creating realism in simulation training is one of the essential goals of moulage. The demand of quality moulage amongst simulation faculty has increased. Moulage creates a sense of urgency amongst learners to provide care and management to the patient. There are moulage products on the market however they are expensive and are not available in local stores. We realized it was unsustainable to support the faculty training using these costly moulage kits. On this basis, we determined it was a necessity to find alternative and inexpensive household products with similar high quality moulage outcome.

Description:We have narrowed down two methods using low cost household products in creating a quality moulage. Non-toxic clear glue is able to recreate the same burn effect as compared to using Liquid Latex. Another example is a simple recipe for making superficial skin (SuperSkin) to substitute with putty. Moulage: Create realistic burns on manikin Household product: Non-Toxic Clear Glue Method: 1) Apply and spread non-toxic clear glue generously on affected areas. 2) Allow the glue to become tacky. Gently rub the tacky glue to create peeling effect. 3) Finish off by applying red, brown, pink and black makeup to complete burn effect. Price difference: Liquid Latex– SGD $12 Non-Toxic Clear Glue– SGD $1 Moulage: Superficial Skin ‘SuperSkin’ Household product: 1) 2 table spoons of Petroleum Jelly 2) 4 table spoons of Glutinous Rice Flour 3) 10mls of warm water 4) Brown Water Colour Paint Method: 1) Double boil the petroleum jelly and slowly add the glutinous rice flour with warm water. 1) Add brown water colour paint according to the patient skin tone. 1) Knead the mixture to desired texture. Price difference: Putty– SGD $22 ‘SuperSkin’ –SGD$10.

Discussion:Both of the following methods were tested on a manikin. The non-toxic clear glue takes about 1 hour to set in which is 15 minutes longer than the professional Liquid Latex. This technique takes some time to create primarily due to the amount of time that needs to be allotted for drying. The ‘SuperSkin’ is just a basic technique and can be used in many ways. ‘SuperSkin’ can evolve to wounds and cuts. Matching the colour based on the manikin can be challenging and requires a few trials and errors. Both methods do not stain the manikin. We used wipes and baby oil to remove the moulage. After 24 hours, there is no difference in moulage appearance between store bought moulage and household products. Store bought products can be less time consuming because it is readily made as compared to household products which consumed more time during initial trail test. The putty comes in original one shade whereas the ‘SuperSkin’ can vary in different skin tone by adding brown water colour paint because the product starts as a white base. Liquid latex has shorter setting time however it requires more time to clean up as compared to using non-toxic clear glue. The price difference plays a huge factor between store bought products which cost more as compared to household products. After a few trial testing and proper application techniques, we conclude household products such as clear non- toxic clear glue, glutinous rice flour, and petroleum jelly can achieve the same moulage quality as compared to the store bought products. It is more cost effective to use household products in a long run and continue to support our faculty without breaking the budget.

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00021

Comprehensive Checklist for Simulation Equipment

Diana Fu SingHealth Duke-NUS Institute of Medical Simulation (SIMS)

Introduction and Aim: The surgical simulation unit of SIMS has a wide range of training equipment, from manikin, task-trainers to high-fidelity simulators. Each training equipment may come with accessories and user manuals. The technical team often received queries on how to operate simple training equipment, such as manikin and task trainers. Without proper checklist, accessories were often missing. The team was unable to track utilisation of the equipment. Hence, the team implemented a 2-page user guide and checklist for each training equipment.

Description:Prior to the implementation, the team relies on emails to track the usage of the equipment and their personal experience to ascertain the type of accessories required per equipment. The comprehensive checklist comprises of 3 components: (i) Itemised checklist per equipment - The checklist stipulates all the items tagged to the equipment and there was a checkbox per item. - When the user wants to borrow the equipment, the user has to check each item together with the technical staff (ii) 2-page user guide —This is a step-by-step guide on how to use the equipment — It includes information such as refilling liquid in central line manikin, the position to adopt when filling the liquid (manikin), proper ways to switch on and off the simulator, how to access the modules (simulator) (iii) Picture asset tag — for easy identification of asset. For instance, the lab has 4 airway manikins. Previously, we have to open each manikin box to identify the manikin. We have included a picture asset tag on each box, which reduces unnecessary steps and increase efficiency.

Discussion:The comprehensive checklist is useful in the following aspects: — The user guide complements orientation for staff who is unfamiliar with the equipment. — Staff who borrow the equipment can gain a greater understanding on the proper use of equipment. — Missing accessories was replaced and reports of such incidents have reduced. —Tracking of equipment is easier as the checklist also serves as a tracking log.

00022

Weekly Simulation Teaching to Enhance Competency in Laparoscopic Skills

Diana Fu SingHealth Duke-NUS Institute of Medical Simulation (SIMS)

Introduction and Aim: SIMS organised the Basic Laparoscopy Workshop since 2012. Following a half-day workshop, residents are given 6 months access to the Surgical Simulation lab to practice on their own. The results was discouraging. Lab utilisation was low. Residents were not skills competent when they exited the Residency Programme. In February 2016, SIMS started a 3-month pilot scheme with General Surgery Residency Programme to introduce the weekly simulation teaching session to provide guided-supervision to residents in improving their skills competency. The pilot scheme has been extended and it will be a full-fledged programme in July 2017.

Description:The Basic Laparoscopy Workshop comprises of half-day introductory session to the use of simulation-based training equipment and 6 months lab access for self-practice. Residents were not skills competent when they exited the Residency Programme. To address this issue, a 3-month pilot scheme to conduct a 1-hour weekly teaching session was implemented in February 2016. The task kits and simulation activities were set up based on reference to the FLS guidelines. The setup is as below: — 5 laparoscopic box trainers — 3 basic suturing & knots tying — 2 laparoscopic VR simulator. In each session, there is a faculty to supervise and provide guidance to the residents. Each resident was given


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a skill checklist, to assess their competency and identify areas for improvement. Due to the positive feedback given by the residents and Programme Director, the pilot scheme extended further and it will be a full-fledged programme from July 2017.

Discussion:Weekly Simulation Teaching session is effective as it provides additional platform for the enhancement of residents’ skills competency through guided-supervision. Lab utilisation has increased as more residents are using the lab more regularly for self-practice.

00024

Virtual Reality Simulator for Cleft Lip and Palate Surgery

Chau Pham Ngoc MinhViswire Pte Ltd

Introduction and Aim: Cleft Lip and Palate is a common birth defect. Every 3 minutes a child is born with a cleft condition that affect his facial development, functionality and appearance. Though the condition can be repaired by surgery, it requires specialized skills as one is operating on the delicate tissues of a child. No good virtual reality (VR) surgical trainer exists at present for this procedure, which means that learners have to practice on real patients most of the time. We describe the development of [CleftSim], a VR cleft lip/palate surgical simulator designed to shorten the learning curve of these procedures.

Description:[CleftSim] utilizes VR simulation to offer close-to-reality graphics, realistic haptics and a safe environment to teach the necessary skills for cleft surgeries. In its first training module, the system focuses on Total Cleft Palate surgery using Bardach’s two-flap technique. The VR simulator aims to be a holistic training program with a courseware to guide the trainee through the procedure step-by-step. To best replicate the look and feel of a real-life cleft surgery, the simulator is developed with reference and feedback from surgeons to capture the valuable clinical details. In the case of young children, it is not ethical to acquire CT Scans to build the virtual model. In order to achieve high graphic realism, a detailed 3D model of a 6-month-baby with Total Cleft Palate was built in close consultation with an experienced plastic surgeon. The VR model behaves realistically under real-time simulation, allowing the trainee to interact with the model using both hands, with appropriate tools. The haptics technology incorporated in the simulator allows the trainee to learn psychomotor and tactile skills as adequately as on physical models or cadaver, but more cost-effectively. Moreover, these interactions can be measured to evaluate the trainee’s performance in both speed and precision.

Discussion:With the high prevalence of Cleft Lip and Palate, and an overwhelming number of children that lack surgical intervention worldwide, the need for a more effective medical training program is clear. Institutions, organizations and corporations have recognized this need and developed different simulation models, both mannequin-based and VR-based, to better teach the techniques of cleft surgery. These current solutions, although do allow a safer learning environment than the traditional ‘See One- Do-One- Teach One’ method, still have room for improvement in realism and tactile training. VR simulation with haptics technology offers a stress-free training environment to develop psychomotor skills, and has been shown to enhance patient safety and reduce medical errors in the operating room. While the current focus of VR simulators in medical training is on minimally invasive surgeries, there are a huge number of open surgeries that could benefit from VR simulation training. Cleft surgery is an impactful one among them. Nevertheless, the intrinsic challenge of building a VR simulator for open surgeries is the large surgical site, where the undesired interactions with the surrounding structures could be distracting or even largely reduce the realism of the simulator. Another area of difficulty in developing [CleftSim] is the significant soft tissue deformation in plastic surgery. With these challenges, it requires huge effort for the simulation to appear lifelike. Hence, by tackling these issues with [CleftSim], the research effort opens the door for future development of VR simulators for plastic surgeries as well as other open surgeries.

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00029

Multidisciplinary In Situ Simulation: The Singapore General Hospital/Sengkang Hospital Experience

Chong Shin Yuet1, Hairil Rizal bin Abdullah1, May Mok Un Sam1, Jeremy Ng Chung Fai1, Amelia Tay1, Kok Pei Lai1,1 Ho Vui Kian1, Wong Loong Tat1, Sabrina Koh2

1Singapore General Hospital, 2Sengkang Health

Introduction and Aim: In situ simulation (simulation that occurs in the actual clinical environment) provides a method to improve patient safety through experiential learning. Our multidisciplinary in situ simulation (ISS) program was launched in December 2014 and is now an established program. Its objectives are:

1) To allow multidisciplinary healthcare teams to rehearse for infrequent or high-risk scenarios in their usual clinical environment, thus identifying gaps in knowledge, technical proficiency and crisis resource management skills.2) To identify and mitigate latent threats in the healthcare delivery system.3) To test run newly established healthcare facilities. 4) To improve protocol, systems and infrastructure.

Description:We now conduct regular workshops at various locations within the SGH and SKH hospital campus, involving doctors from Anaesthesiology, General Surgery, Obstetrics and Gynaecology, Neurosurgery, Neonatology and Emergency Medicine, as well as operating theatre and ICU staff. Trained faculty are divided into two workgroups, one in charge of the Operating Theatre ISS program, and the other, the ICU ISS (CCRISS – Critical Care and Resuscitation In Situ Simulation) program. So far we have conducted 8 perioperative ISS workshops (8 at SGH, 1 at SKH) and 17 ICU ISS workshops (10 at SGH, 7 at SKH) up till June 2017. Examples of perioperative scenarios include ventricular fibrillation in iMRI necessitating transfer to induction room for defibrillation, eclamptic parturient requiring crash Caesarean section with delivery of premature infant, and massive bleeding from duodenal ulcer in endoscopy suite necessitating transfer to EOT for laparotomy. Examples of ICU scenarios include major burns resuscitation, management of arrythmias, and blocked tracheostomy tube. We have trained 345 staff to date in the application of crisis resource management skills e.g. teamwork and communication. We have also uncovered latent threats in our healthcare delivery processes and clinical environment, and implemented measures to remove or mitigate these hazards.

Discussion:We evaluated the value of our program in two main ways: 1) Qualitative feedback from our participants using evaluation forms The overall rating of our workshops was 4.4 out of 5 for our perioperative ISS workshops and 4.3 out of 5 for our ICU ISS workshops. Many indicated that they found the scenarios realistic and learnt important lessons — how to communicate in a crisis and how to be an effective team member. 2) Latent threats identified in our clinical systems and the measures taken for remediation. Three examples of latent threats we uncovered: a. Rapid fluid and blood infusor was previously parked in the storage area in PACU and obstructed by other equipment, preventing rapid access in an emergency. The device is now relocated to the corridor outside the emergency operating theatre for easy access during emergency situations requiring massive transfusion. b. Healthcare attendants or OT technicians were not trained in basic cardiac life support (BCLS) so they could not render assistance during patient resuscitation. They now undergo BCLS training so they can perform chest compressions, freeing other medical/nursing staff to perform other vital tasks. c. There was no separate difficult airway cart so staff had to scramble to find various airway equipment when an unexpected difficult airway was encountered. A difficult airway cart is now available, and is stocked with various airway adjuncts and equipment to facilitate intubation/ ventilation, including a surgical cricothyroidotomy set. Although our program has numerous benefits, we face many challenges. These include: a. Technical issues b. Logistics and impact on patient care c. Cultural obstacles d. Medico-legal concerns e. Funding considerations Nevertheless, we should strive to overcome these challenges, as evidence suggests that in situ simulation is a valuable tool that can enhance the competencies of healthcare teams and ultimately improve patient safety.


SUBMITTED ABSTRACTS

00033

Training Roadmap for Nurses in Acute Care Clinic

Hasyrina Hashim, Ahmad Khairil JamilSengkang Health

Introduction and Aim: Establishing a training plan for nurses in highly specialised departments is often challenging and complex. With large number of nurses coming from varied skill-mix and experiences, Clinical Instructors (CIs) take great attempt to organise a distinct learning journey for each batch of nurses with common profiles. In the acute care clinic (ACC), the training roadmap starts the moment a new nurse joins the department. The training team developed a structured orientation programme to help all newly joined nurses feel less overwhelmed with the new environment.

Description:This orientation programme is a systematic induction curriculum equipped to provide them with the training to practice independently and facilitate in completing their probation period successfully. Nurse are closely guided throughout this transition to ensure patient safety and quality standards are not compromised. One of the key focuses in the month long programme is to create opportunities for specific skills practice such as blood-taking venepuncture and administration of intravenous medications. Task trainers are often used in the initial stage for gradual transition to the real clinical setting. This creates an optimum learning environment as nurses feel safe and subsequently acquire the confidence in performing procedures. After one year of clinical exposure, nurses will be scheduled for a series of in-house courses to equip then with critical knowledge and skills relating to emergency nursing. This is to allow the nurses to get a firm grasp of the department’s workflow and basic nursing knowledge before advancement. These courses are spread over a period of two year, to commensurate their knowledge into practice on the clinical ground.

Discussion:The Basic ECG course aims to introduce the fundamentals of ECG interpretation for nurses to identify life-threatening arrhythmias such as ventricular fibrillation and ventricular tachycardia. The course teaches them to systematically interpret a 12-lead ECG, allowing them to distinguish rhythms such as AV blocks and myocardial infarcts. The ability to interpret basic ECG is a pre-requisite requirement for nurses to undergo Emergency Medical & Trauma Course. In this course, the nurses will learn pathophysiology, pharmacology and nursing management of medical and trauma emergencies through didactic lectures. Case scenario simulations are used in practical sessions to provide safe space for the nurses to apply what they have learnt throughout the course into practice. Triaging is a skill that is unique to the emergency department. At this point of their training roadmap, the nurses would have at least two years of experience in ACC. This, together with the prior courses, provides the nurses a reservoir of knowledge and experience that is essential for the Basic Triage Course. Nurses are trained to critically assess and triage patients according to their acuity and needs. To maintain nurses’ competence in handling acute cases, in situ simulations are conducted weekly in the resuscitation room. Nurses and doctors are randomly selected from either morning or afternoon shift to participate in the simulation. This is usually an ideal group of participants to meet objectives relating to soft skills such as team work and communication. The case scenarios are usually reused from the case bank. Each case scenarios are prepared with 6 to 8 learning objectives ranging from medical knowledge to soft skills. Over the time, the case bank became more complex as the simulation faculty had to revisit the scenarios for advanced learners. This creates a strong foundation for simulation-based training for all grades of practitioner in the department.

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00035

Interns Exit Evaluation Using Medical Simulation — Our Experience

Raveendra Shankaranarayana Ubaradka, Govindraj Bhat M, Venkata Tejaswi Kabekkodu K S Hegde Medical Academy, NITTE University

Introduction and Aim: K S Hegde Medical Academy, under Nitte University, for the first time in any medical schools in India introduced the concept of exit evaluation for interns at the end of their one year clinical training as an indicator of the effectiveness of training and learning. This process was incorporated into the training as a part of the Continuous Quality Improvement Initiative (CQII) of the University. To evaluate clinical skills among interns who completed one year training in various departments, using simulated clinical experience (SCE) and collect their feedback to improve and develop a robust system for this purpose..

Description:All the interns of 2016-17 participated in this evaluation. They did not have prior exposure to medical simulation, but were given a familiarization briefing before the SCE. They were divided into 6 groups, each being evaluated on each of the six days and SCE was a part of 7 different evaluation modules. Different SCEs (Bronchial asthma, Trauma, Myocardial infarction, Anaphylaxis) were used on different days and each SCE had a set of pre-defined structured evaluation points like examination and clinical findings, abnormalities in the vitals displayed in the monitor, ordering important investigations and important steps in management which were assessed for individual interns by the facilitators. Those who did not score more than 50% were asked to undergo a remedial process and the test was re administered. At the end of the process, each learner had to fill up a uniform feedback form. The objective was to identify the strengths and weakness of the program and improve upon it.

Discussion:A total of 138 interns participated. Of these 52% cleared (72) in the first attempt and remaining required remedial training and re-test. We noted that the interns requiring remedial failed mainly because they did not specify important steps in management of the particular SCE clearly. All of them cleared in second attempt. The feedback result indicated the overall experience as excellent by 64%; 27% and 9% gave a feedback as good and neutral respectively. Lack of prior exposure to actual simulation and the concepts of simulation were among the main factors hindering the performance of the trainees. Simulation based training was included to the next batch of interns following the feedback.


SUBMITTED ABSTRACTS

RESEARCH STUDIES — ORAL

00013

Integration of the Flipped Classroom in Simulation Scenario-based Learning

Md Khairulamin A.S1, Dong Chaoyan1, Neel Sharma3, Norashikin Sofian2 1Universiti Brunei Darussalam, 2Sengkang Health, 3National University Hospital

Introduction and Aim: The emergence of simulation based learning using high fidelity simulators has become a fast moving trend in health education. One of the advantages of simulation based learning is allowing the simulation activities to be captured through its audio visual system. Taking this into account, this study is aimed to establish the evidence of using the recorded video for a flipped classroom activity prior to the simulation session in improving both knowledge and competency. It is also aimed to explore the perception of learners of this form of combination learning pedagogy.

Methods:Using a quasi-experimental design, the intervention group experienced the flipped model classroom teaching followed by the simulation session. Whereas the control group attended a normal didactic lecture followed by a simulation session. A total of 97 undergraduate students of year 2 from the paramedic, nursing and midwifery programs were randomly assigned to the intervention or the control group. One week prior to the flipped classroom session, students received an email of a video link, detailing a 10 minute recorded video clip of the selected scenario from a previous simulation session. Both groups of students were scheduled to demonstrate their competency in handling the selected scenario in a simulated environment after 2-3 days of the flipped classroom or lecture session. A pre and post test was conducted for both groups. In addition, for the intervention group, a perception questionnaire containing 5 Likert scale of agreement statements and free text responses was also delivered.

Results and Discussion:Statistically there is no significant differences in term of the pre-post test scores of study groups (p=0.698) and also their code blue simulation competency rating score and global rating scores (p=0.537 and 0.139 respectively). Nevertheless, in student perception the integration of flipped classroom in simulation has many positive values and rated highly in the 5 Likert scale items. From qualitative responses there were distinctive themes emerged from each of the study group, namely “preparedness and explorative learning” from the intervention group whereas “knowledge acquisition and teaching delivery” from the control group. Conclusion: Although this study did not provide concrete evidence of score improvement per se, the potential benefits of the flipped approach clearly seen in psychologically preparing the learners to embark in simulation session. Also pre-simulation knowledge is gained through explorative learning and student-centred learning activity prior to the simulation.

00016

Computerized versus Human Assessment of Technical Skills in Obstetrics and Gynaecology Trainees: A Pilot Study

Dirk de Korne1, Ho Wen Yan1, Ian Yeo2, Desiree Lie3

1KK Women’s & Children’s Hospital, 2Singapore National Eye Centre, 3Duke-NUS Medical School

Introduction and Aim: Selection for surgical residency programmes could potentially be improved through assessment of candidates’ sensomotor skills. This study examines the validity of a computerized assessment tool against performance rating through human expert observation on a surgical skills station in junior and senior trainees.

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Methods:Thirty four trainees (15 medical students, 16 junior residents (9 in obstetrics and gynaecology, 7 in ophthalmology) and 10 senior residents in obstetrics and gynaecology) completed the Computerized Pilot Aptitude and Screening System (COMPASS). The outcomes were compared to Objective Structured Assessment of Technical Skills for Surgeons (OSATS) scores that were taken through human expert observation during a surgical skills station.

Results and Discussion:Overall, Pearson’s Correlation between COMPASS and OSATS was .332 (p=.034). Senior residents’ performance scores as assessed by experts were higher than the computerized results. Performance ranges of junior residents, as assessed by human expert observation, were larger than in medical students (SD 2.40 vs 1.62). According to both assessment methods, ophthalmology residents scored higher on sensorimotor skills compared to obstetrics and gynaecology residents and medical students. We found a correlation between medical trainees’ performance scores as assessed by a computer versus human expert observation. The self-administered computerized tool has potential to be used as objective, time and cost-effective assessment among medical trainees.

00019

Using Simulation and Interprofessional Education to Teach Infection Control during Resuscitation

May Mok Un Sam, Chan Hong Ngee, Seah Jia Hua, Teo Wei Qin, Joanne Chong Hui Ling, Ong Hwee Kuan, Chong Shin Yuet, Soh Chai Rick, Jeremy Ng Chung FaiSingapore General Hospital

Introduction and Aim: Adherence to infection control (IC) protocol is paramount to patient safety. However, during crisis e.g. cardiac arrest, health care professionals (HCP) find it difficult to balance out the need for urgent patient management and adherence of IC measures. In such situations, there may be conflicts between different HCP due to different priorities and roles in patient resuscitation. Interprofessional education (IPE) improves team dynamics and could resolve some of these conflicts. The hypothesis is “Learning IC through IPE and simulation will result in better IC knowledge retention in comparison with the standard online video IC education and better team work.”

Methods:HCP working in the SICU in Singapore General Hospital (SGH) were randomly allocated into control or intervention group. Intervention group attended one IC/IPE/in-situ simulation workshop in SICU. Two workshops were held. Pre- and post- workshop questionnaires derived from validated IPE questionnaires with 5-point Likert Scale were used to assess IC knowledge and interprofessional teamwork.

Results and Discussion:Of the 41 HP consented, 29 responded (response rate 71%). There were no significant differences in demographics between cases and controls. Amongst the cases, there was a significant improvement after the workshop for the subcategories Team Structure (p=0.016) and Situation Monitoring (p=0.019), while IC knowledge also showed a percentage increase of 11.0% post-workshop. Between cases and controls, although there were no significant differences in improvement of scores post-workshop, for interprofessional teamwork the cases showed an overall percentage increase of 2.4% compared to -2.7% for controls. This is especially so in the subcategories Team Structure, Leadership, Situation Monitoring and Communication, which had differences in percentage change of 7.2%, 5.6%, 5.3% and 5.8% between cases and controls respectively. Conclusion IC/IPE/in situ simulation workshop improves IC knowledge and improves team working. Further follow up studies is required to investigate long term retention of IC knowledge and behaviour and practice change.


SUBMITTED ABSTRACTS

RESEARCH STUDIES— POSTER

00002

Application of Nurses’ Resuscitation Skills after Crisis Management Training

Ang Su Ling Linda, Lee Siew Kum, Adelene Awyong, Chang Chai Mei, Evelyn Lim, Lee Yen HongKK Women’s & Children’s Hospital

Introduction and Aim: Simulation trainings have been studied and have demonstrated its effectiveness in ensuring learning in a ‘safe’ environment. It also been incorporated to provide with the opportunity in enhancing nursing skills in managing emergency situations. Although nurses have undergone these trainings, they have been observed to be unsure how to respond during an emergency situation. A new program, Crisis Management Training (CMT) was initiated and taught to enhance nurses knowledge in managing emergency situations. This study aims to examine the effects of (CMT) and whether it will help to improve the performance of nurses when responding to simulated emergency situation.

Methods:Nurses whom had attended the Crisis management training were recruited to participate in a simulated emergency session. During the 2hours session, the participants completed a pre and post questionnaires and participated in a simulated crisis scenario. During the scenario, they were assessed with the skill performance checklist and followed with a debriefing session. During the debriefing session, questions were asked to elicit details on participants’ feelings and their reflection on their performance.

Results and Discussion:In this study 2/3 of the participants had a minimum of six years of working experience. 46% of the participants have not participated in an actual emergency situation. During the simulated emergency session, more than half of the participants were unable to assess that the circulation was compromised thus cardiopulmonary resuscitation was not initiated. Although, 96% of the participants has attended at least one crisis simulation training most of the participants reported that they were “stressed”, “nervous” , “tense” and “scared” during the debrief session. Given that there were no significant differences that crisis management training will help to improve the individual’s performance, the authors suggest that there should be more training in clinical setting rather than a classroom teaching for emergency situation.

00023

Confidence Levels of OB-GYN Residents, Junior Doctors and Nurses in the Management of Obstetric Emergencies after Attending an Obstetric Emergencies Simulation Course

Tan Eng Loy, Devendra Kanagalingam, Tan Lay Kok Singapore General Hospital

Introduction and Aim: To evaluate the confidence levels of OB-GYN residents, junior doctors and nurses in the management of acute labour ward emergencies after participating in PRactical Obstetric Multi-Professional Training (PROMPT)-based simulation courses.

Methods:Participants of three annual Singhealth OBSTETRICS (OBStetric TEam TRaining In Core Skills) Courses based on PRactical Obstetric Multi-Professional Training (PROMPT) 2 between 2014-2016 underwent identical questionnaire-surveys, one administered prior to the start, and the other immediately after the conclusion of each course. The questionnaire consisted of 30 statements relating each participant’s confidence, knowledge, ability and appreciation of teamwork in the management of obstetric emergencies taught on the course including eclamptic seizure, breech/twin delivery, shoulder dystocia, post-partum haemorrhage, maternal sepsis, local anaesthetic toxicity, acute uterine inversion, neonatal

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resuscitation and cardiotocography interpretation. A five-point scale was used to gauge the level of confidence (5 – strongly agree, 4 – Agree, 3- Neutral, 2 – Disagree, 1 – Strongly disagree). The pre- and post-course scores for each statement were compared and analysed statistically.

Results and Discussion:A total of 74 participants responded to the questionnaire-surveys. Comparing the pre- and post-course results, there was a significant increase (p < 0.05) in the number of participants agreeing or strongly agreeing (score 4 and 5) that their confidence had improved versus those who were either neutral or disagreed (score 1, 2 and 3) in all of the 30 proposed statements. The Singhealth OBSTETRICS Course is effective in improving the confidence level of participants in the management of obstetric emergencies. Attendances at such courses should be strongly encouraged under the Singhealth OBGYN residency programme. The results of the study can also be used to plan for improvements in the curriculum and programme for future courses.

00026

Interpupillary Distance in Paediatric Patients

Tang Phua Hwee, Tina Seah, Kathy Low KK Women’s and Children’s Hospital

Introduction and Aim: Virtual reality is a means to engage children and has been shown to be useful in distracting children from unpleasant hospital procedures. Virtual reality headsets commercially available are created with an interpupillary distance adjustable from 55mm to 75mm which is ideal for adults. Prior to testing virtual reality applications in children, we aimed to evaluate the interpupillary distance in paediatric patients who have been imaged in the hospital prior to exploring its use in paediatric patients in the local hospital setting.

Methods:This was an institutional board approved study of children who had undergone MRI head in KK Women’s and Children’s Hospital and whom consented in taking part in a trial looking at the effects of non-virtual reality videos in 2016. A senior MRI radiographer collated a list of those aged less than 21 years old. Axial images of the head with lenses of both globes visible on a single image were selected for analysis. The interpupillary distance for each child was measured as the distance between the centre of the right lens and the centre of the left lens.

Results and Discussion:There were 116 children (58 boys & 58 girls) whom satisfied our inclusion criteria and had images suitable for analysis. Their ages ranged from 3 years to 20 years (mean age 11.8 years). The mean age for boys and girls were 12.0 years and 11.6 years respectively. The interpupillary distances of these children during the MRI range from 47mm to 69 m (mean interpupillary distance 59.5mm) with a positive correlation of interpupillary distance with age (r=0.87) observed. With the lower limit of 55mm cut off for the commercially available virtual reality headsets, virtual reality usage would be suitable for children aged 6 years and above. In a study conducted by the Department of Paediatric Dentistry in Iran1, 117 patients aged 4 to 6 years undergoing 2 separate dental visits were divided into two groups, one having virtual reality distraction in the first visit and the other group having virtual reality distraction in the second visit. Using the Wong-Baker FACES® Pain Rating Scale there was lower mean pain scores and mean anxiety scores with virtual reality in both groups. Mean pain scores were 3 without virtual reality and 2 with virtual reality. Mean anxiety scores were 13 without virtual reality and 18 with virtual reality. The decreased pain and anxiety scores in the context of virtual reality were statistically significant. From our study of interpupillary distance in children, there is a theoretical limitation of using virtual reality in our patients aged 5 years and younger as their interpupillary distance falls below the lower limit available on virtual reality headgear. However, virtual reality has been used successfully in Iran to reduce pain in children undergoing primary mandibular molar restoration, although the interpupillary distance was not reported, and this technique would be worth exploring in the local context.


SUBMITTED ABSTRACTS

00054

The Development of Simulation-based Learning

Lamad Lertlum, Chanida TanasasuteeBoromarajonnani College Of Nursing Sawanparcharuk Nakhonsawan

Introduction and Aim: The results of educational evaluation revealed that nursing students had required theoretical knowledge, could not apply their knowledge to nursing practice. The responsibility of nursing educators was to provide students applying their theoretical knowledge in to the clinical environment. The use of Simulation Based Learning in nursing education as a teaching strategy provides opportunities for students to apply their knowledge and participate in real life situation in a safe, risk-free environment.The purpose of the study were to develop a Simulation Based Learning and to evaluate the learning outcome of Simulation-based Learning.

Methods:The research design of this study was a research and development model. There were 4 phases to this research. Phase I: study on the state of teaching and learning and the need to teach with SBL. Phase II: SBL teaching development. Phase III: Develop teachers to teach with SBL and final phase: evaluate the learning outcome of Simulation-based Learning. The study was conducted in 54 teachers and 108 of the fourth-year nursing students.

Results and Discussion:Simulation-based Learning included five steps: pre-pre-brief, pre-brief, simulation activity, debrief and reflective. These five steps were included with nursing educators to using a teaching module. The evaluation of using simulation-based learning was taken. The end of the course nursing educators’ teaching knowledge was good (X=4.19) students’ satisfaction with simulation-based learning was 80%. The mean score of nursing skill pre-post-test was significantly different at 0.05 (t=18.09).Results of this study showed that simulation based learning developed students’ potential of self-regulation and evaluation. There was clear evidence that nursing students gave their patients better quality of care.For further study are to concern about students clinical judgment, problem solving, team work and effective communication.

00055

The Development of Teaching Skill with Simulation-based Learning

Chanida Tanasasutee, Lamad LertlumBoromarajonnani College Of Nursing Sawanparcharuk Nakhonsawan

Introduction and Aim: On the evolution of learning, nurse educators are challenged to stimulate students to become critical thinkers who can function in a dynamic and complex health care delivery system. Teachers need to adjust and improve their teaching and learning skill in order to teach students to become qualified nurses.

Methods:This research was a research and development model. There were four phases of research. Phase I was to study basic information and traditional teaching effectiveness. Phase II was to develop instructors to understand and be able to manage teaching and learning, development of simulation scenario design, teaching techniques, evaluation, and learning management plans. Phase III was quality improvement and validation and final phase was the implementing teaching with students and measuring and evaluating them. The study was conducted in 22 teachers.

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Results and Discussion:This study evaluated the simulation teaching performance. Pre-, post- test was significantly different at 0.05. The mean score of performances in the scenario design and teaching were 4.11 and 4.23, respectively. The development of SBL teaching model included six steps: teaching awareness, understand teaching methods, practice scenario designs and teaching processes, reflective process and improvement.Results of this study showed that using the knowledge management and PDCA process were good for developing teachers. Teachers’ attitudes are important for the development of teachers in the SBL.


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S3 ASIA’S - SingHealth · 31 October ˜ 4 November 2017 | Academia, Singapore S3 FIRST COLLABORATIVE ASIA’S SIMULATION CONFERENCE At the Crossroads of Simulation... Bringing the