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Pier Luigi Ingrassia, MD, PhD
Engaging Resident Education trough Simulation Competitions
Pier Luigi Ingrassia, MD, PhD@ [email protected]
PLIngrassiaw http://simnova.unipmn.it
Professional ExperiencesDirector of Simulation Centre SIMNOVA and Vice-director of Research Centre in Emergency and Disaster Medicine CRIMEDIM, Università del Piemonte Orientale
Technical Officer in Emergency Medical Services and Hospital System of WHO, Regional Office for Europe
Faculty member of II Level Master European Master in Disaster Medicine and visiting professor at Vriet Universiteit Brussel, Belgium
Education Consultant in Anaesthesia and Intensive Care at Maggiore della Carità Hospital, Novara European Masters in Disaster Medicine in 2002/2003 PhD programme in Clinical and Experiemntal Medicine (Disaster Education) at Università del Piemonte Orientale
This presentation was give on the 9th EUROPEAN CONGRESS ON EMERGENCY MEDICINE, held in Turin on 10-14 October 2015
Education and competition are two universal ingredients of all human cultures!
INTRODUCTION
Is competition necessary in the learning process?
http://www.debate.org/opinions/is-competition-necessary-in-the-learning-process
Marcus Verrius Flaccus, a Roman teacher famous in the late 1st century BC, is credited to have introduced the principle of competition among his students as a pedagogical aid. He awarded attractive books as prizes.
The Italian scholar Battista Guarino (1434--1513) writes in his account of proper educational techniques, De ordine docendi et studendi, that teachers should refrain from physically punishing pupils, and that students are stimulated best by competition, which can be intensified by pairing them off.
INTRODUCTION
While modern Olympic Games (1896) preparations were in progress, EötvösUniversity in Budapest, Hungary, organized the first national mathematics contest ever in 1894!
INTRODUCTION
TEACHING«GENERATION Y»Works in groups
with hand-on experiences
Enjoy trials and
errors
Does not highly
value readingand listening to
lectures
Want learning to
be creative,
interactive, and
fun
Enjoy thinkingoutside the box
Eckleberry-Hunt J & Tucciarone J. The Challenges and Opportunities of Teaching Generation Y. J Grad Med Educ. 2011 Dec;3(4):458-61.
Gamification is the process by which users are encouraged and enticed to perform tasks by incorporating elements of game design
LITERATURE SUPPORT
Weng et al.: Effectiveness of national evidence-based medicine competition in Taiwan.BMC Medical Education 2013; 13:66
Morritz T, Seehafer RW, Maatz-Majestic E: A studentcompetition to develop an innovative alcohol educationstrategy. J Am Coll Health 1993, 41 (6):283-286.
Htwe TT, Sabaridah I, Rajyaguru KM, Mazidah AM: Pathologycrossword competition: an active and easy way of learningpathology in undergraduate medical education. Singapore Med J 2012, 53 (2):121–123
LITERATURE SUPPORT
Upon completion of each simulated clinical encounter, judges assess and discuss participants’ clinicalactions and team dynamics.The audiences vote on a winner via an audience response system.
Staged at:
WHY?
The theory of social constructivism emphasizes that individuals create their own knowledge based on how they relate new information to what they have previously experienced, and additionally recognizes the value of social interactions in the learning process, meaning that people clarify personal conceptions as they interact with the understandings of others.
SimWars theoretically combines collaboration with peers
Observational learning is the learning that takes place through watching others
Participants’ aim is to demonstrate and gain
clinical knowledge teamwork Communication patient management skills
Clapper TC. Beyond Knowles: what those conducting simulation need to know about adult learning theory? Clinical Simulation in Nursing. 2010;6:e7-e14
Recent research supports the potential benefits to improved knowledge retention while in stressful situation
Fraser K, et al. Learning during simulation training is prone to retroactive interference. Med Educ 2012;46:299–305
Demaria S, et al. Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participantperformance. Med Educ 2010;44:1006–15.
All the interviewees agreed that Sim-Wars was helpful for the following reasons
Results:
(1) SimWars can be a meaningful instructional(2) Debriefings and a well-structured rubric are essential; (3) Competition motivates participants to do their best, but can have a
negative impact on them; (4) Residents expect to use the clinical skills, patient management and
teamwork skills practiced in SimWars; and (5) Residents need more training on teamwork
OBJECTIVES
make Italian residents aware about features and beneficialssimulation
Experiment different type of simulations/simulators
face ordinary and extra-ordinary situation in critical and emergency care
Try an assessment methodology
SIMCUP ITALIA 2015
SIM Circuit
European BoardExamination
SIM Circuit
High FidelityMedium Fidelity
Virtual Reality Task Trainer
StandardizedPatient
Task Trainer Task Trainer
Low Fidelity Task TrainerHigh Fidelity High Fidelity High Fidelity
TEAM TRAINING INDIVIDUAL TRAINING
Adult Hospital Emergency
Advanced Cardiac Life
Support
Mass CasualtyIncident
LumbarPuncture
FAST Ultrasound
Basic SurgicalSkill
Central IVs
Quality CPREmergency
BronchoscopyAdult Pre-Hospital
Emergency
ObstetricEmergency
PediatricNeonatal
Emergency
TEAM TRAINING INDIVIDUAL TRAINING
For each Sim Station
INDIVIDUAL TRAINING
TEAM TRAINING
TEAM A
TEAM B
TEAM C
TEAM D
TEAM E
TEAM F
TEAM 1
TEAM 2
TEAM 3
TEAM 4
TEAM X
TEAM Y
WINNER
Semifinals FinalSim Circuit
SemifinalsFinals
SemifinalsFinals
WINNER
Debriefing time constraints can limit opportunities to provide sufficient feedback for participants, especially at an individual level.
PARTICIPANTS FEEDBACK
PARTICIPANTS FEEDBACK
PARTICIPANTS FEEDBACK
SPECIAL THANK
Dr LUCA CARENZO
Via Ferrucci 33 / Via Lanino 1 – 28100 Novara, Italia
Tel/fax: +390321660620
Web: http://crimedim.med.unipmn.it
E-mail: [email protected]
