THE SIMBASE PROJECT

A SUMMARY

James Ansell

OVERVIEW OF PROJECT

6 STAGES

WP1 MANAGEMENT WP2 DEVELOPMENT OF IAM WP3 PILOT OF ICT BASED SIM ADOPTION WP4 IMPACT MAXIMISATION WP5 GENERAL DISSEMINATION WP6 QUALITY AND EVALUATION MX

WP2 IMPACT ASSESSMENT MODEL

AUTHORS Ulf-Daniel Ehlers Tatiana Shamarina Heidenreich

41 pages long!!!

The model was designed according to 4 cornerstones1. Identifying criteria to describe impact of simulation training2. Identifying success factors and indicators of this3. Defining learning phases to follow during modelling

activities4. The selection of a set of standards

MUST HAVE A STEP BY STEP DESCRIPTION OF HOW TO USE IT

WP2 IMPACT ASSESSMENT MODEL

1. Identifying criteria to describe impact of simulation training*

2. Identifying success factors and indicators of this3. Defining learning phases to follow during modelling

activities4. The selection of a set of standards

*From literature, partners practice, requirements of model (from they conclude model IAM has to represent teaching

and learning process as a flow of phases)

From, this the PRIME model of learning has been adapted

WP2 IMPACT ASSESSMENT MODEL

They conclude that:

“The adoption of the IAM can improve current organisational practices and support innovation in the health care sector”

“Also, model can be used to understand how medical students and employees develop and exploit their competences”

WP2 IMPACT ASSESSMENT MODEL

This 1st IAM will be refined based on validation results

Objectives of this document:

Define SBT and methods and chose one model for SIMBASE

Analyse parameters which influence success / failure

Define methodology to analyse the way SIM contributes to the learning process

Define quality of learning process

WP2 IMPACT ASSESSMENT MODEL

Current methods available to analyse SIM training

Kilpatrick model Miller model PRIME model Process model ISO/IEC 19796-1 model Portfolio methods Assessment methods

WP2 IMPACT ASSESSMENT MODEL

Kilpatrick model Assesses response and impact of an educational

exercise

Miller Model Pyramid of competence, useful foot mapping

assessment methods

Prime Model The one that they have followed closely

PRIME MODEL

Level 1-7 1 = Participants 2 = Assessment of educational activities 3 = Knowledge acquisition and attitudinal change 4 = Competence 5 = Performance 6 = Patient Health 7 = Community Health

WP2 IMPACT ASSESSMENT MODEL

WP2 IMPACT ASSESSMENT MODEL

Process Model

To establish details of quality development

Model can be used for design and structure of training

Can be divided into: Creating context specific quality profile Specifying the individual process descriptions

WP2 IMPACT ASSESSMENT MODEL

They use this evidence to present 2 models for simulation

Model 1 – Process model, to understand how to plan

Model 2 – PRIME model, how to characterize competency and show different levels of learning different project participants can how

Adapted to the aims of the SIMBASE project

WP2 IMPACT ASSESSMENT MODEL PROCESS adapted model

Planning phase

Design Phase

Implementation phase

Evaluation

WP2 IMPACT ASSESSMENT MODEL PRIME adapted model

WP2 IMPACT ASSESSMENT MODEL

WP3 PILOTING GUIDE

Outlines how the IAM can be implemented (43 pages!!)

Aims of WP3

Test IAM as a strategy design and assessment instrument

Define patient simulation training strategies

Implement priority actions from these

Access impact of actions on health care systems

WP3 PILOTING GUIDE

Methodology and timetables for pilots

Tools for recording the results of pilots

Types and methods for analysis

Guidelines for piloting co-ordinators in each location

Detailed success criteria for determining models suitability

WP3 PILOTING GUIDE

BEFORE (Planning & design phase of process model)

DURING (3RD Phase of process model)

AND AFTER TRAINING

WP3 PILOTING GUIDE

Before training:

Detect training requirements

Appoint panel of experts (5-10) Arrange initial meeting Supply panel with details of discussion before

meeting Panel during meeting to be given 5-15

questions Higher the number of participants the fewer the

questions

WP3 PILOTING GUIDE

Before training:

Example questions include:“In your opinion what are the main problems with…?”

“If you had to select three aspects that urgently require

improvement, what would they be”

“What, in your opinion, is the principle requirement of the patients with require to….?”

WP3 PILOTING GUIDE

Before training:

Panel should be experts /have extensive knowledge of subject

The panel should contain 2 different profiles:

Scientific technical profile Administrative profile

Information during meeting should be recorded on audio/video

Results of data gathering should be sent to panel (APPENDIX 1)

WP3 PILOTING GUIDE

Before training:

Identifying Competencies

“Once area that needs improving defined we need to identify competencies and good practises to allow improvement”

WP3 PILOTING GUIDE

Before training:

In order to allow this they recommend:

Semi structured interviews with experts (APPENDIX 2)

Duration should be 30mins-1hr

Minimum number of interviews is 5 (reduce false –ve)

WP3 PILOTING GUIDE

Before training:

Selecting competencies that can be trained & methodology used

To selected competencies the following need to be considered:

Necessity

Impact on health

Impact on patient safety

Response to simulation-based training

Cost-effectiveness of training

WP3 PILOTING GUIDE

To do this need another panel!! (can use previous one)

Identify competencies that can be trained, tools/methods

A maximum of one month should elapse between detection of first training requirements and the formation of this panel

Set up of panel numbers etc same as before

WP3 PILOTING GUIDE

Selecting the most suitable methodology and training scenarios

Should consider:

Cost Applicability Reduction of learning curve Allow the evaluation of the acquisition of competencies High degree of acceptance with trainee Availability of resources

WP3 PILOTING GUIDE

Acceptable types of training to evaluate:

Face-to-face training (Role play, debate analysis, brainstorming, Didactic panels)

E-training methodology

Mixed methodology (face-to-face, e-training methodology)

Staged simulation (using actors, clinical interviews)

Virtual simulation

Robotic simulation

WP3 PILOTING GUIDE

Designing training guide

Once we have detected the training requirements, selected the competencies to be trained, chosen the methodology and scenario the next stage is to:

Design the training and produce the training guide

WP3 PILOTING GUIDE

Design the training and produce the training guide

Panel should consider the following Clear selection process of target students Competencies to be trained Requirements that will be covered Final objectives Methodologies used Schedule Evaluation system Description of feedback procedure to training team EXAMPLES IN APPENDIX 3 AND 4

WP3 PILOTING GUIDE

Selecting the training team

CV screen (teaching ability, training skills etc)Personal interviewPractical testing

Selecting the students need to consider: Profile Professional category Previous experience Ease of transferral Heterogeneity Need to evaluate prior knowledge & motivation of students (APPEN

9 & 10)

WP3 PILOTING GUIDE

DURING THE TRAINING

Really give information about how to run an event!Which WIMAT do all the timeNo strict protocol to follow in this section apart from:

The trainers must:Encourage processes of reflectionObtains and transmits informationInformal communicationTransmits supportSolves problems Be familiar with a range of teaching methods

WP3 PILOTING GUIDE

Should be evaluations should be performed at beginning and

end of training of motivation and expectation of to assess if

teaching had a positive effect

Also satisfaction survey for trainers (APPENDIX 8)

WP3 PILOTING GUIDE

AFTER THE TRAINING

Facilitate feedback channels using questionnaires

(APPENDIX 6, 7 and 8) or using virtual communities

Revision of training according to feedback

Accredit students with certification

WP3 PILOTING GUIDE

AFTER THE TRAINING

Pick one of following: Objective evaluation Open question test On-going evaluation (APPEN 11) In situ test

Evaluate transfer of skills (recommend during this by

self questionnaires to participants) Questionnaires

should be completed within 2/52 to 2/12

IMPACT: To establish if students motivate colleagues to come to course?

SUMMARY OF SKYPE MEETING

Stakeholders information to be completed

Before Portugal meeting

Familiarise with WP2 and WP3 Meeting to discuss courses to pilot

QUESTIONS