UNIT 3 – Scenario Design in Simulation

Welcome to Unit 3 on Scenario Design in Simulation. In this unit you’ll delve into the core principles and methodologies of scenario creation within the realm of simulation. Our focus is to provide you with a robust foundation in designing scenarios, emphasizing the necessity to tailor and adapt these principles to align with the specific training objectives and professional context of your target audience.

Whether you’re creating simulations for healthcare, aviation, business, or any other field, the skills you acquire here will empower you to craft effective and engaging simulations that resonate with and meet the unique needs of your learners. Join us to unlock the potential of simulations in achieving remarkable training outcomes!

Contents

The contents of this unit will be presented as follows:

Presentations:

• Video on Scenario Design in Simulation (44 min)

Articles:

1. The Future Vision of Simulation in Health Care (Gaba 2004) (Mandatory)
2. Simulation-based medical education: an ethical imperative (Ziv 2003) (Mandatory)
3. There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment (Rudolph 2006) (Mandatory)
4. Simulation-based learning: Just like the real thing (Lateef 2010) (Mandatory)
5. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review (Issenberg 2005) (Mandatory)
6. The art and science of debriefing in simulation: Ideal and practice (Dieckmann 2009) (Mandatory)
7. Essentials of Scenario Building for Simulation-Based Education (Huffman 2016) (Supplementary)

Further reference:

• Simulation Scenario Template File

Bibliography

1. Lateef, F. (2010). “Simulation-based learning: Just like the real thing.” *Journal of Emergencies, Trauma, and Shock,* 3(4), 348. This paper discusses the general utility and approach of simulation in medical training, offering insights into how to construct effective educational scenarios.

2. Ziv, A., Wolpe, P. R., Small, S. D., & Glick, S. (2003). “Simulation-based medical education: an ethical imperative.” *Academic Medicine,* 78(8), 783-788. This foundational text explains the ethical importance of simulation in medical training, which is useful when considering the design and objectives of medical scenarios.

3. Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005). “Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review.” *Medical teacher,* 27(1), 10-28. This systematic review is crucial in understanding the components of high-fidelity simulations that contribute to effective learning in medical education.

4. Gaba, D. M. (2004). “The future vision of simulation in healthcare.” *Quality and Safety in Health Care,* 13(suppl 1), i2-i10. David Gaba is a recognized leader in the field of healthcare simulation, and this work is essential for understanding the broader vision of simulation in healthcare education.

5. Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). “There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment.” *Simulation in Healthcare,* 1(1), 49-55. This article provides a deep dive into the theory and methodology behind effective debriefing, a critical component of the learning process in medical simulations.

6. Dieckmann, P., Molin Friis, S., Lippert, A., & Østergaard, D. (2009). “The art and science of debriefing in simulation: Ideal and practice.” *Medical Teacher,* 31(7), e287-e294. This source focuses on the strategies for debriefing within medical simulations, highlighting best practices and common challenges.

Huffman, J., McNeil, G., Bismilla, Z., Lai, A. (2016). Essentials of Scenario Building for Simulation-Based Education. In: Grant, V., Cheng, A. (eds) Comprehensive Healthcare Simulation: Pediatrics. Comprehensive Healthcare Simulation. Springer, Cham. https://doi.org/10.1007/978-3-319-24187-6_2