By Ben Symon Let me start with a story. “My son was born prematurely in a country that was not my own, and for the first month of his life I visited him once a […]
By Victoria Brazil I’ve been an avid proponent of in situ simulation – done in the actual clinical environment – for improving team and systems performance. The teams, the equipment, and the communication processes are […]
By: Victoria Brazil Simulation enthusiasts (including me) have been known to spend hours perfecting the most realistic vomit, or choosing exactly the right wig for the elderly fall case. But is this time well spent? How […]
(From the E-i-C: This is a guest post from one of the medical education fellows at McMaster University. It describes one of the projects Kyla worked on during her fellowship year.
If you have a great simulation case that you want to share with the world, send it to the case bank. It will be peer-reviewed, so that you can include the submission in your teaching dossier / academic CV. The case will be shared via a Creative Commons licence.
By Kyla Caners
Relatively speaking, simulation is a labour-intensive method of teaching. It requires a high faculty to student ratio for a lengthy period of time. There are few ways to offset the number of instructors required for a given simulation session. (Using senior residents to teach junior residents is pretty much the only partial solution.) Further, the development of curricular content can be tedious. Writing high quality cases appropriate for learner level with clear objectives and a logical case progression is more challenging than it looks!
While going through the process of creating a novel simulation component for the curriculum of my emergency medicine program, it occurred to me that
(From the EiC: We have a guest author this week on the ICE blog. Adam Cheng discusses his research on debriefing. This research is informed by a research program that has produced more than 30 […]