Jeffrey R. Heiferman, MD

Additional Faculty: Trent Reed, DO, CHSE, FACEP; Donna Quinones, Senior Director, Center of Simulation Education

This is a two-week, full-time, non-clinical elective.
Grading is pass/fail.

AY 2023-2024 Dates:

• October 2, 1pm-3pm (Zoom)
• October 5, 9am-12pm
• October 6, 9am-12pm
• October 9, 3pm-6pm
• October 12, 9am-1pm
• October 13, 10am-1pm

The Medical Simulation elective is a two-week course offering, allowing fourth year medical students interested in medical education and simulation to gain a foundational understanding and exposure to medical education through simulation. Students will participate in lectures, group discussion, journal club, write a simulation case, and will participate in running and debriefing at least one simulation case during this elective.

Introduction:
Medical simulation education is an expanding field in medical schools and residency programs, and has been a fellowship opportunity for residents graduating from a variety of specialties. Simulation within a curriculum aids in streamlining the physical examination, communication, diagnosis, and patient management, and ultimately patient safety. As students gain exposure to various career opportunities during medical school, they may benefit from exposure to interests outside of patient care, such as medical education and simulation. Currently, during their fourth year curriculum, medical students have an elective opportunity in medical education. The addition of a two-week medical simulation elective will allow fourth year medical students to gain exposure to this expanding field, and to allow for further career exploration.

Objectives:
By the end of the rotation, fourth year medical student should:
1. Demonstrate a basic understanding of simulation terminology, methodology, and debriefing, and how simulation can improve patient care (competency 1, 4, 5, 6, 7, 8)
2. Perform as a standardized patient or embedded participant in a simulation case (competency 1, 4, 7)
3. Lead a debriefing session at the completion of a simulation case (Competency 2, 3, 5, 6, 7, 8)
3. Analyze and critique simulation-based journal articles (competency 1, 4, 5, 8)
4. Design one novel simulation case scenario in a small group setting, as well as once solo (competency 1, 3, 5, 6, 7, 8)
5. Discuss basic simulation debriefing techniques and how debriefing can benefit learners in the setting of simulation (competency 3, 4, 5, 8)

Requirements:
In order to receive credit, students must complete the following:
1. Watch the asynchronous lectures in advance of our first lecture and discussion day.
2. Participate in Sakai discussion board
3. Participate in lecture and discussion didactic days
4. Present and critique a journal article in the field of simulation, and participate in discussion of articles brought by others in the group.
5. Write one simulation case as a group
6. Write one simulation case solo
7. Participate in leading the debriefing of a simulation case
8. Write a self-assessment and reflection at the completion of the course

Time Breakdown
Watching Asynchronous Lectures with pre-reading – 9hr
Post responses on Sakai – 6hr
Pre-Session Reflection – 2hr
Didactic Day 1 – 6hr
Didactic Day 2 – 5hr
Prepare Journal Article Presentation – 6hr
Journal Article Session – 3hr
Experiencing Simulation of healthcare partner – 4hr
Write Simulation Case as a Group – 5hr
Revise Simulation Case as a group – 2hr
Simulation Case Runthrough – 2hr
Simulation Case Day – 5hr
Write Solo Simulation Case – 7hr
Edit Solo Simulation Case – 3hr
End of Session Debrief – 2hr
Self-Assessment / Reflection – 3hr
Total – 70hr

The course will be graded pass/fail only.

Students will be evaluated by a narrative assessment on the basis of each of four components:
1. Overall participation in the didactic program (25%)
2. Presentation and critique of a journal article (15%)
3. Responses on the Sakai Discussion Board (10%)
3. Feedback from participant of simulation case and debriefing session (10%)
4. Solo Simulation Case (30%)
5. Self-Assessment/Reflection (10%)