You may be a simulation poser if you say or do three or more of the following things…..
1. You say something like “In simulation all of the learning occurs during the debriefing.”
Appraisal: Not true. You are lying, uniformed, or not creative.
Not even close. If you believe this you are not paying attention to other learning opportunities that participants of simulation can avail themselves to. Think about the status changes of a simulator in response to proper or improper treatment. Think about participant to participant potential interactions. Think about the potential for instructor participant interactions that may contribute to learning. The potentials are practically limitless! For more see this blog post.
2. You claim there is a magic ratio of simulation time to debriefing time. “for every 15 minutes of simulation you must debrief for 45 minutes…. Etc.”
No such thing exists. In fact if you think about this it is utterly ridiculous given the number of variables that exist that may potentially influence the debriefing time. Things like the topic, number of learners, experience level of the learners, number of faculty, experience of the faculty and on and on. Just stop saying it and the perception of your (simulation) IQ will raise by 10.
3. You espouse that during simulation encounters the students and faculty must be separated by something like a glass wall.
Appraisal: Lack of creative thinking.
While there are a lot of god reasons to design simulations that physically isolate the faculty from the participants, there are as many compelling reasons to have faculty in the same room at even at times interact ……. (agghhhast) with the participants. Think about the possibilities. Faculty side by side with students could engage in coaching and formative assessment or more easily conduct pause and discuss or pause and reflect type of learning encounters that can be more awkward when on the other side of the wall!
4. You say the simulator should never die during a simulation.
‘Nuff Said on this one.
5. Simulations must have every aspect designed to be as real as possible.
Appraisal: Simply Crap.
Trying to create the ultra real environment can lead to increased time to set up, clean up and otherwise make the simulation less efficient. Worse yet creating a lot of simulated artifact can actually lead to increased confusion. How? Read this blog post on the cognitive third space of simulation. Simulations should be designed and outfitted to provide enough realism that enables the accomplishing of learning objectives. Everything else is a waste of time, money and/or people resources (ironically the same things you probably say that you don’t have enough of).
6. You say during simulations participants must/will suspend disbelief.
Out of the other side of your mouth you probably babble about adult learning theory……
If we are educating seriously smart adults, we don’t want them to think the plastic simulator is real. Seriously. I like to think of a more mature understanding of the situation that gives the participates a bit more credit for their lifetime of cerebral accomplishments. How about a message like…. “We have created this learning encounter using simulation for you so we can work together to help you become a better healthcare provider. Some of what you are going to experience will seem realistic and some will not. But we promise to make the best use of your time, treat you with dignity and respect, as we help you learn and practice.” Now that’s how adults talk. (Mic drop)
7. You claim one debriefing model is far superior to another. Or one has been validated.
Appraisal: Crap that gets sold at debriefing training programs.
If you are saying this, you probably don’t use a structure to your debriefing, don’t believe in learning objectives, or you only know one model of debriefing.
Truth is there are a bunch of good debriefing models in existence. You would do well to learn a few. Different models of debriefing are like tools in the toolbox. Some are good for certain topics, learners and situations and some for others.
8. You state that you should always use video while debriefing.
Appraisal: Industry sponsored rubbish.
You have drank some serious kool-aid, have had the wrong mentor, or an improper upbringing if you believe this. Further, if your make your participants watch the entire simulation on video, you should receive a manicure with a belt sander. Lastly if you say you use the video to solve disputes about what a student did or didn’t do, you may be hopeless.
Video can be a tool that can be strategically used to enhance debriefings at times. But more often video playback gets used as a crutch to make up for a lack of quality debriefing skills and to fill time.
There is also a misguided belief that students want to watch their videos. They don’t. They hate it. They think they look fat and their hair doesn’t look good.
Harnessing the power of a good debriefing is hard work and requires skill. But active reflection and guiding students towards a self-discovery of what they did well and what they need to change for the future is serious active learning. The more you can do that, the more the learning will occur. Watching a video of a simulation is like watching a bad movie. I always find it fascinating that simulation programs will spend a fortune putting in a video system that could film a Hollywood movie, but wont invest even a fraction of that cost into development of the faculty.
9. You use the terms “High and Low Fidelity Simulations” when you are referring to the use of a high technology simulator in your simulations.
Appraisal: You are feeding into the biggest industry sponsored word there is. In fact, the word fidelity is so perverse it should be banned. See additional blog post here on banning the “F” word.
The highest fidelity human simulator I know is a real person playing the role of a standardized or simulated patient. Everything else is overall, lower fidelity.
Seriously folks….. Somewhere along the way industry labeled a couple of simulators high fidelity because they had a feature or two that approximated that of a human. The label stuck and continues to perpetuate great confusion throughout the community of simulation, in practice and in the literature as well. Some centers even name their room like this!!!
Sadly, this crazy definition even made its way into the simulation dictionary of the Society for Simulation in Healthcare (which is otherwise excellent I might add). Do high technology simulators have some very cool and very useful high-technology features? Absolutely! But real like a person, ie high fidelity? Not so much.
The next time you think your SimMan or HPS is a high-fidelity simulator try doing a knee exam and compare it to a real person. Better yet, lock yourself in a room with either or both of them, and hold a 30-minute conversation. Then send me a note to the how the fidelity strikes you.
10. You tell your institution you will make a profit with your new simulation center.
Appraisal: Your setting yourself up for trouble
It just doesn’t happen very much. Everyone has a “business plan” and tries to justify the costs and appeasing finance people with rows and rows of imagined potential revenue sources that often include internal and external components. Somehow, some way, they just never seem to all pan out. Most simulation programs are a cost center to the institution to whom they are sponsored by. They are an important investment, but not a profit motivated investment for the institution. It is far better to focus on the value statement that you are brining to your institution(s) then to trying to convince your boss’s boss that the institution will get rich off of your program. Focusing on the value you produce that is aligned with your institutions mission may help you grow support for your program and as well as help you keep your job a little bit longer.