Category Archives: Curriculum

February 2, 2026 · 11:30 am

Designing for Learner Success: 5 Ways of Ensuring Simulations are Effective Student-Centered Learning Environments

Soooooo, first off. Happy 2026 to you! I trust it is going well so far. I have been doing some studying about some of the learning theories and educational principles associated with simulation and higher education recently. As such, I have been making many new connections in my mind about the ways that healthcare simulation deeply connects to evidence and theory regarding higher education, and surprisingly to the K-12 education world. So this post is a bit more theoretical than usual, but it is representative of some of the course work that I am currently enjoying! I hope you share the same enthusiasm.

If you have worked in healthcare simulation for any length of time, you may have heard the phrase “guide on the side, not sage on the stage” which comes from Alison Kings 1993 publication (1) that suggested college level teaching move toward a constructivist theory design. Some argue she set the stage for the flipped classroom, where lecture content is moved outside the classroom to make room for active, guided learning during class time. It is often repeated, but do we truly practice it? In the rush to employ high-technology manikins or arrange the perfect clinical fidelity, it is easy to focus on the teaching rather than the learning.

To truly maximize the potential of our simulation center education programs, we need to shift our perspective toward Student-Centered Learning Environments (SCLEs) as described by Jonassen & Land (2). According to the learning sciences, SCLEs are not just about letting learners “figure it out” on their own; they are grounded designs where learners negotiate meaning, engage in authentic problems, and utilize scaffolding to bridge the gap between novice and expert where we serve as facilitators.

So then, how do we ensure our healthcare simulations function as true student-centered environments? Here are a few approaches that blend educational theory with practical simulation design.

1. Respect the “Learner’s Scenario”

In a previous post, I discussed how the word “scenario” means different things to different people. To the educator, it is a blueprint; to the operations specialist, it is a technical playbook. But to the learner, the scenario is the experience.

A core assumption of SCLEs is the “centrality of the learner”. While we may set external goals, the learner ultimately determines how to proceed based on their individual needs and the questions they generate. To support this, we must design scenarios that allow for agency. We must move away from linear, step-by-step exercises, which behaviorist theories might favor, and toward open-ended inquiry where learners identify gaps in their own knowledge and seek evidence to resolve them. After all, such design mimics the real-world practice of medicine and diagnostic processes in all of healthcare.

2. Recognize Scenarios as “Practice Fields” (But Mind the Cognitive Load!)

We often strive for realism, but we must be careful. Student-centered learning is rooted in “situated cognition,” meaning knowledge is inextricably tied to the context in which it is used. We want our simulations to act as “practice fields”, or environments where learners can engage in the authentic work of professionals. Think diagnosing a condition, managing a code, displaying empathy, or any other aspect of healthcare that we wish our learners to show us their abilities.

However, authenticity does not mean clutter. As I have written before, cognitive load is a currency that must be spent wisely. If we overload a scenario with irrelevant noise or “too much stuff” in the name of realism, we risk overwhelming the learner. A true student-centered design simplifies the authentic practice just enough to make it accessible, reducing the complexity without removing the core challenge. This allows the learner to focus on the learning objectives rather than processing extraneous details.

3. Anchor Learning in Prior Experience

You cannot center a curriculum on a student if you do not know where they are starting. Learners come to us with tacit, often naive beliefs rooted in their everyday experiences. Effective SCLEs use “anchored instruction” to connect new concepts to these familiar contexts.

In the absence of harboring true expertise in the needs of your intended learners, a robust needs assessment is the cornerstone of simulation design. As I have discussed in previous posts there are many pathways by which this can be accomplished. By gathering data through surveys or interviews, we identify the specific gaps between current outcomes and desired goals. This allows us to tailor the simulation to the learner’s “Zone of Proximal Development” ensuring the challenge is neither too boring nor too overwhelming. When we validate a learner’s prior experience, we empower them to take ownership of the inquiry.

4. Scaffolding: The Art of Optimal Guidance

There is a misconception that student-centered learning means “minimal guidance.” In reality, it requires optimal guidance. In the simulation world, we often provide this through scaffolding, or constructing the learner journey in a building block adventure that ultimately help learners manage the complexity of the task.

Scaffolding in simulation takes many forms:

  • Pre-Simulation Learning Assignments: Helps learners activate prior knowledge, identify gaps, and form initial mental models before entering the simulation. By establishing a shared baseline of concepts, terminology, and expectations, these assignments help level the playing field among participants, allowing the simulation itself to focus on higher-order reasoning,  and sensemaking rather than uneven content familiarity.
  • Conceptual Guidance: Helping learners organize their thoughts, perhaps through “argument structuring tools” or specific prompts that help them distinguish between conflicting ideas.
  • Debriefing: This is perhaps our most powerful scaffold. Using the HUMBLE approach (Humility, Understanding, Mindfulness, Balance, Learning, Engagement), we can guide learners to reflect on their performance. Reflection allows students to compare their internal ideas with the evidence generated during the simulation, leading to a more coherent understanding.

5. Leverage Multiple Perspectives

Deep understanding rarely emerges from a single point of view. It develops when learners are exposed to, and must reconcile, multiple perspectives. Well-designed simulation environments are uniquely positioned to support this kind of learning.

In healthcare simulation, perspective-taking happens at several levels. Within a single discipline, learners are often exposed to differing clinical interpretations, prioritization strategies, or communication styles. Two clinicians may look at the same evolving scenario and arrive at different conclusions about what matters most in that moment. Simulation creates a safe space for these differences to surface, be examined, and be discussed, without the risk of patient harm and through the operative lens of a safe learning environment. This kind of cognitive diversity encourages learners to move beyond “the right answer” and toward deeper clinical reasoning and judgment.

Interprofessional simulation amplifies this effect even further. When nurses, physicians, pharmacists, respiratory therapists, and other professionals train together, learners gain direct insight into how roles, responsibilities, and mental models differ across the care team. What one profession sees as a priority may not align with another’s perspective, and simulation makes those differences visible. Rather than flattening these viewpoints, effective SCLEs use them as learning assets.

From a student-centered perspective, the power of simulation lies in shifting knowledge construction from the individual to the group. Learners are not simply absorbing expert explanations; they are actively negotiating meaning with peers who bring different training backgrounds, experiences, and assumptions to the scenario. Over time, this shared sensemaking helps build a true learning community, one in which understanding is co-constructed and collective competence exceeds what any single learner could achieve alone.

Importantly, structured debriefing plays a critical role in solidifying this learning. When facilitators intentionally invite multiple voices into the conversation, asking “What were you seeing?” or “How did your role shape that decision?”, learners begin to appreciate not only what decisions were made, but why they differed. This reflective dialogue reinforces perspective-taking as a core professional skill, not an optional add-on.

In this way, simulation-based SCLEs mirror the realities of clinical practice itself: complex, collaborative, and shaped by multiple viewpoints. By embracing, not minimizing, these differences, simulation helps learners develop the adaptability, empathy, and team-based reasoning required for real-world patient care.

Conclusion

Transforming a simulation program into a student-centered learning environment (SCLE) requires more than just high-tech equipment. It requires a shift in mindset from the outset of the design. We must view the simulation ecosystem through the lens of the learner. By balancing authentic practice with cognitive load management, respecting prior experience, and providing robust scaffolding, we empower our learners to become autonomous, lifelong problem solvers.

Until next time, Happy Simulating!

  • (1) King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.
  • (2) Jonassen, D. H., & Land, S. M. (2012). Student-centered learning environments (pp. 3–25). In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (2nd ed.). Routledge.

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October 23, 2025 · 8:03 am

What’s a Scenario? The Word That Means Many Things, To Many People in Healthcare Simulation

Definition of 'scenario' showing its etymology and meaning related to scripts and instructions.

If you’ve worked in healthcare simulation for any length of time, you’ve probably used the word “scenario” countless times. “Let’s build a new scenario.” “We’re running the sepsis scenario this afternoon.” “That scenario went great!”

But have you ever stopped to think about how differently that same word means to each person involved? The word “scenario” is a perfect example of how language in simulation can unite us, or possibly confuse us,  depending on our perspective. Additionally those creating said “scenarios” need to be keenly aware of these implications.

In truth, “scenario” represents something unique to different members of the simulation ecosystem: learners, educators, technicians, and administrators. Understanding these different lenses can help strengthen teamwork, communication, and the overall impact of our simulation programs.

The Learner’s Scenario: The Clinical Experience

For learners, the scenario is the experience itself. It’s the unfolding clinical-like moment that challenges their knowledge, judgment, and communication skills in an effort to improve.

In the learner’s mind, the scenario “is” the simulation. It’s what they see, hear, and feel—the patient’s distress, the team dynamics, the need to make decisions under pressure. The learner rarely thinks about the planning that went into it; they simply step into a space that hopefully they were well oriented, feels real enough and is relevant to their goals.


For them, the scenario represents an opportunity: a chance to act, reflect, and learn in a safe environment. When done well, it becomes a memorable and emotionally resonant learning event that bridges the gap between classroom knowledge and clinical performance along with providing a stimulus for self-improvement.

The Educator’s Scenario: The Blueprint for Learning

For the educator or faculty member, the scenario is not just an experience—it’s a design.

To the educator, the scenario is the blueprint for what the learner will encounter. It contains the story arc, learning objectives, key events, and expected actions. It guides how pre-learning will be incorporated or reinforced to prepare the learner, how the simulation unfolds, and how the debriefing reinforces the lessons afterward as well as how assessment strategies and tools are incorporated into the learning encounter.

A well-constructed scenario is both an art and a science. It is an instrument that balances operations with realism and  educational intent. It requires alignment between objectives, assessment, and debriefing. The educator’s scenario document might include everything from patient history and vital sign trends to faculty prompts, checklists, and suggested debriefing strategies and topics.

In this view, the scenario becomes a curricular instrument, a tool that translates educational goals into lived experience.

The Simulation Operations Team’s Scenario: The Technical Playbook

For the simulation operations specialist or technician, the scenario is a technical plan, a script for how to bring the educator’s vision to life.

This version of the scenario includes the logistics that make the experience possible, for example:
– Scheduling and room reservations
– Equipment and supply lists
– Simulator programming and physiological responses
– Audio-visual configurations
– Staffing assignments and role descriptions

For the operations team, precision is everything. A single oversight—an unplugged cable, a missing monitor, or a mistimed vital sign change, can derail the encounter and disrupt the learning flow along with the concentration of the learners and faculty alike.

Their scenario isn’t about learning objectives; it’s about execution. It ensures that the right tools, people, environments, and technology align perfectly at the right moment to make the educational magic happen. In many ways, their scenario is the stage directions that make the play run seamlessly. Or to borrow a piece from a previous blog post of mine, it is the music that plays to allow the learners to dance and be evaluated.

The Administrator’s Scenario: The Unit of Measurement

To program administrators and simulation center leaders, the word “scenario” carries yet another meaning.

From this vantage point, the scenario represents a unit of activity. Think of it as a quantifiable event tied to scheduling, staffing, and financial data. It’s a building block for understanding center utilization, cost recovery, and return on investment.

An administrator may see a scenario not only as an educational event but also as a data record in a management system: duration, participants, faculty hours, resource use, and consumables. From these data points come critical insights such as how much it costs to deliver a course, how often equipment is used, and where efficiencies or resource gaps exist.

This administrative view ensures that simulation programs remain sustainable, scalable, and aligned with institutional goals.

One Word, Many Worlds

The fascinating thing about the word “scenario” is that all these definitions are correct, utilized every day in the simulation world and essential. Each reflects a different dimension of the same phenomenon.

For the learner, it’s an experience.
For the educator, it’s a design.
For the technician, it’s an operation.
For the administrator, it’s a metric.

Together, these perspectives form the ecosystem that allows simulation to thrive. The most successful programs are those where these views overlap and inform one another—where educators appreciate the operational complexity, technicians understand the learning goals, and administrators recognize the educational and patient-safety impact that justify the resources.

When those perspectives align, the word “scenario” transforms from a simple script or event into a powerful tool for advancing healthcare education and safety.

Director’s Reflection

In my years of working with simulation programs around the world, I’ve learned that the strength of a simulation scenario isn’t found in just the documents or the technology’s, but it also in the shared understanding among the people who create, deliver, and learn from it.

A scenario is a bridge connecting intent to experience, vision to execution, and learning to improvement. Whether you’re writing one, running one, or analyzing its data, remember that every scenario represents a small but meaningful step toward better healthcare.

Until Next Time,

Happy Simulating!

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September 23, 2025 · 8:00 am

Debugging Simulation: How Alpha and Beta Testing Strengthen Scenario Success

In the world of healthcare simulation, our goal is to create meaningful learning experiences that improve the safety and quality of patient care. Achieving that goal requires careful planning, thoughtful design, and rigorous evaluation of our simulation scenarios. One concept borrowed from the world of software and technology development—but often overlooked in healthcare education—is the process of alpha and beta testing.

By understanding and applying these concepts to simulation scenario design, educators can significantly enhance the efficiency and effectiveness, and overall impact of their programs. Let’s take a closer look at what alpha and beta testing mean, why they matter in healthcare simulation, and how they can help elevate both the learner as well as the facilitators experience.

What Do We Mean by Alpha and Beta Testing?

The terms alpha testing and beta testing originate from the software development industry. Before an application is released to users, developers put it through multiple rounds of trials to identify problems, fine-tune functionality, and ensure that it behaves as intended. Healthcare simulation, while a very different domain, benefits from the same structured approach.

  • Alpha testing is the internal trial run. In the simulation context, this means running a new scenario with the development team or a small group of faculty before exposing it to actual learners. The purpose is to check for errors, gaps, or inconsistencies in the scenario design. Are the case details clear? Do the vital signs respond correctly to learner interventions? Does the simulator technology function as intended?
  • Beta testing is the external pilot run. This step introduces the scenario to a limited group of learners—often peers, or learners similar to those whom the scenario is intended. The purpose is to observe how real participants interact with the scenario. Do they engage in the way you intended? Do the prompts drive the critical thinking skills you were hoping to elicit? Are they interpreting the simulated aspects of the scenario in the manner which they are intended? Are the debriefing points aligning with your learning objectives?

When done well, these stages help identify potential pitfalls, correct technical issues, and refine educational flow before the simulation reaches a larger audience.

Why Alpha Testing Matters

Alpha testing is your chance to work out the “kinks” of a simulation in a controlled environment. Think of it as a rehearsal where mistakes are not only acceptable but expected.

Consider a scenario where learners are expected to diagnose sepsis in an unstable patient. During alpha testing, your faculty team might discover that the simulator’s vital signs do not update quickly enough when fluid resuscitation is administered. Or perhaps the timing of lab results makes it impossible for learners to reach the intended diagnosis within the allotted session. Identifying these issues before learners arrive saves both time and frustration. However, always remember that those who participated in the design often have developed a shared mental model and may miss the fact that some things are misinterpreted by actual intended learners.

Some examples of key questions to ask during alpha testing include:

  • Do the scenario instructions match the programmed mannequin responses?
  • Are embedded participants (e.g., a nurse or family member role) clear on their scripts?
  • Does the timing of critical events support the learning objectives?
  • Are there any “gotchas” that could derail learner engagement?
  • Did the pre-briefing take longer than expected?

By the end of alpha testing, the simulation team should have a scenario that is technically functional, logically sound, and aligned with its stated goals that runs in the approximate amount of time that it was designed.

Why Beta Testing is Crucial

Once the internal checks are complete, it is time to see how the scenario performs in the real world. Beta testing is the first opportunity to expose the simulation to actual learners, albeit on a smaller and more controlled scale.

Imagine your team has developed a scenario for emergency airway management. The alpha test confirmed that the mannequin responds appropriately to intubation attempts and that medications are available in the correct doses. During beta testing with a group of residents, however, you observe that they consistently miss an early cue about airway edema. This could mean your prompts are too subtle—or that your learners need more scaffolding. Either way, the feedback allows you to adjust before rolling it out widely.

Beta testing provides answers to questions such as:

  • Are learners engaging with the scenario in the way we anticipated?
  • Do the actions of participants align with the intended outcomes? competencies?
  • Does the scenario create opportunities for meaningful debriefing?
  • What unexpected challenges or learner behaviors emerge?

In essence, beta testing allows the scenario to “fail safely” in front of a pilot group so that the eventual cohort benefits from a polished and purposeful experience.

Lessons from Software Development

In software engineering, skipping alpha and beta testing is a recipe for disaster—think buggy apps, frustrated users, and poor reviews. The same risks apply to simulation. Without proper testing, scenarios can fall flat, confuse learners, or even undermine the credibility of your program.

Borrowing these terms reminds us that scenario design is not a one-and-done activity. It is an iterative process where feedback loops play a central role in quality improvement. Just as developers patch software bugs, simulation educators refine scenario elements until they function smoothly.

Practical Tips for Implementing Alpha and Beta Testing

  1. Schedule testing time. Don’t assume you can “test on the fly” before learners walk in. Build alpha and beta testing into your development timeline.
  2. Use checklists. Structured tools can help your team evaluate everything from simulator programming to alignment with learning objectives.
  3. Capture feedback systematically. During beta testing, request that observers take notes on learner behaviors, timing, and unintended outcomes. Post-scenario surveys can also capture learner perceptions.
  4. Iterate, don’t improvise. Resist the urge to “fix” problems on the fly during a live teaching session. Incorporate changes based on alpha/beta feedback before the full rollout.

How This Benefits Learners

Ultimately, alpha and beta testing serve a dual role about making faculty feel more comfortable as well as enhancing the learner experience. A well-tested scenario ensures that:

  • Learners are immersed in a coherent case that is relevant to their learning needs.
  • Technical glitches do not distract from critical thinking.
  • Debriefing discussions flow naturally from the scenario, rather than being forced or disconnected.

In other words, when educators invest in testing, learners reap the rewards through higher-quality education and, by extension, safer patient care.

Conclusion: Test Early, Test Often

Healthcare simulation has matured into a vital component of modern education. But as with any educational tool, its effectiveness depends on the rigor of its design. By embracing alpha and beta testing, simulation teams can identify weaknesses, refine strengths, and deliver scenarios that consistently meet their objectives.

The lesson from software holds true: the more you test before release, the fewer problems you encounter afterward. In healthcare simulation, that means fewer distractions, more meaningful learning, and ultimately better outcomes for patients.

So the next time you’re preparing to debut a new scenario, pause and ask: Have we really tested this? If the answer is no, it may be worth an extra round of alpha or beta testing. Your learners, as well as your participating faculty, and technical staff will thank you.

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April 8, 2025 · 9:51 am

Essential Steps for Effective Needs Assessment in Education

The Art and Science of the Needs Assessment in Simulation-Based Education

Introduction

In the realm of simulation-based learning, understanding the specific needs of your learners is paramount to crafting a curriculum that truly resonates and delivers impactful results. Conducting an effective needs assessment serves as the foundation for designing a successful educational program, enabling educators to identify gaps, align objectives, and tailor experiences that foster engagement and skill acquisition. This guide will walk you through the essential steps of executing a thorough needs assessment, empowering you to gather valuable insights and data that will help shape your simulation-based education curriculum. From stakeholder interviews to learner surveys, we will explore strategies to ensure that your curriculum not only meets the diverse needs of your students but also equips them with the confidence and competence to tackle real-world challenges. Here, I explore the art and science of needs assessment, discovering how to design an educational experience that inspires and equips future professionals for success.

1. The Importance of the Needs Assessment in Simulation-Based Education

Understanding the importance of needs assessment in education is the cornerstone of developing a simulation-based curriculum that truly meets the needs of learners and the demands of contemporary educational environments. A needs assessment is a process that identifies gaps between current educational outcomes and desired goals. By conducting a thorough needs assessment, educators can uncover specific areas where knowledge, skills, or competencies are lacking among students or professionals, ensuring that the curriculum is directly aligned with these identified needs.

The importance of needs assessment cannot be overstated; it empowers educators to make informed decisions based on data rather than assumptions. This evidence-based approach encourages the implementation of targeted strategies that enhance learning experiences and outcomes. Additionally, it fosters a curriculum design that focuses on what learners need to thrive in their respective fields.

In the context of simulation-based education, the stakes are high. By utilizing a needs assessment, educators can ensure that simulations are not only relevant but also realistic and applicable to real-world scenarios. This is especially important in simulation-based education, where resources are often limited and perceived as costly, making it critical to ensure that simulation is used judiciously and effectively to maximize educational value and impact.

2. Identifying Stakeholders and Gathering Data

Identifying stakeholders and gathering input are critical steps in conducting a needs assessment for a simulation-based education curriculum. Stakeholders encompass a broad range of individuals and groups, each bringing unique perspectives and insights that can significantly influence the design and implementation of your program. Begin by considering key stakeholders, including educators, students, healthcare professionals, employers, and administrators. Engaging these stakeholders early in the process ensures that you capture a comprehensive view of the needs and expectations that should guide your curriculum development.

To gather input, consider employing a variety of methods to ensure diverse voices are heard. Surveys can provide quantitative data, while focus groups and interviews allow for deeper qualitative insights. Organize workshops where stakeholders can collaboratively discuss their experiences and expectations, fostering a sense of ownership in the process.

As you compile feedback, look for common themes and concerns among your stakeholders. This will not only help you prioritize content and objectives but also highlight specific challenges that your simulation-based curriculum can address. By actively involving stakeholders in the needs assessment process, you set the foundation for a robust curriculum that meets the real-world demands of learners and the professions they aspire to enter, ultimately leading to more effective educational outcomes.

Another essential component of the needs assessment process involves searching for and analyzing existing data, such as performance on national or board examinations, as well as local assessments like past tests or quizzes, to identify trends, pinpoint gaps, and guide the development of targeted educational interventions. Additionally, review existing literature and curriculum standards relevant to your field to identify the best practices and gaps in current offerings.

3. Designing Effective Surveys and Interviews

Designing effective surveys and interviews is crucial for obtaining meaningful and actionable data during the needs assessment process. Surveys allow you to gather quantitative data from a large number of respondents quickly and efficiently. Focus on crafting straightforward, concise questions that address the key areas of interest identified during your stakeholder analysis. Utilize a mix of question types, such as multiple-choice, Likert scales, and open-ended questions, to capture a comprehensive view of the respondents’ perspectives.

Interviews, on the other hand, provide an opportunity to delve deeper into qualitative insights. Conduct one-on-one or group interviews with a representative sample of stakeholders to gain a deeper understanding of their experiences, expectations, and challenges. Prepare a flexible interview guide with open-ended questions that encourage discussion and reflection. Be attentive to the responses and probe further to uncover underlying issues or insights that might not emerge from surveys alone.

Combining the data collected from surveys and interviews will give you a robust understanding of the needs and expectations of your learners. Analyze the data to identify common themes, patterns, and gaps that could provide benefits as a result of your simulation-based curriculum. This approach ensures that the curriculum incorporates diverse perspectives and is designed to meet the practical needs of the educational environment.

4. Analyzing and Interpreting Data

Once data is collected, the next step is to analyze and interpret the findings. Data analysis involves organizing the information in a way that makes it easier to identify trends and insights. For quantitative data, use statistical methods to summarize the responses and highlight significant results. Graphs and charts can be useful tools to visualize the data and make it more accessible.

Qualitative data, gathered from interviews and open-ended survey responses, requires a different approach. Employ techniques such as coding to categorize the responses and identify recurring themes. Look for patterns and connections between various stakeholder groups to understand their collective needs and perspectives.

Interpreting the data involves deriving meaningful conclusions and actionable recommendations. Consider how the identified needs align with your educational goals and objectives. Prioritize the most critical gaps and challenges and consider how your simulation-based curriculum can effectively address them. Utilize the insights gained from the data to inform the development of targeted strategies and interventions that enhance learning outcomes.

5. Implementing Findings into Curriculum Design

With an understanding of the needs and expectations gathered from your assessment, the final step is to incorporate these findings into the curriculum design. Start by outlining the key objectives and learning outcomes based on the identified needs. Revisit assessing whether the objectives and learning outcomes would be best served through the implementation of simulation.

Design simulation activities that reflect real-world scenarios and challenges, fostering critical thinking and practical skills. Focus on areas that were recognized as unmet needs during your needs analysis.  Integrate feedback mechanisms to evaluate the curriculum’s effectiveness and adjust as needed. This will help foster a continuous quality improvement mindset within your program.

Summary

By conducting a well-structured needs analysis and implementing the findings into the curriculum design, you create a responsive and relevant educational framework that prepares both learners and your program for success. This evidence-based approach ensures that your simulation-based education curriculum is not only practical but also addresses the exact needs of your organization, providing the most effective and efficient deployment of scarce and/or expensive resources.

Until next time, Happy Simulating!

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August 15, 2024 · 9:00 am

Cognitive Load as a Currency: Spend it WISELY in Simulation Scenario Design

In the world of healthcare education, we know that simulation-based training is a powerful tool, allowing students to experience real-life scenarios in a controlled environment. Simulation not only bridges the gap between theory and practice but also builds confidence and competence in a safe space. However, as with all educational tools, there’s a delicate balance to maintain regarding design decisions, particularly when it comes to the concept of cognitive load.

Cognitive Load: A Precious Resource

Cognitive load refers to the amount of mental effort being used in the working memory. It is, in essence, the currency of the mind—a finite resource that, when spent wisely, can lead to effective learning and retention. But, just like any currency, it can be squandered if not managed properly.

In our healthcare simulations, participants are asked to perform tasks that mimic real-life situations. They must think critically, make decisions quickly, and often work under pressure—all while processing the simulated environment around them. Every element in a simulation scenario demands a portion of the participant’s cognitive load. When this load becomes too heavy, it can overwhelm the learner, leading to confusion, errors, and, ultimately, a less effective educational experience.

The Hidden Costs of Over-Designing Simulations

In an effort to make simulations as realistic as possible, educators sometimes introduce elements that, while seemingly beneficial, can actually detract from the learning experience. These can include irrelevant information, extraneous equipment, or overly complex scenarios that do not directly contribute to the learning objectives. While the intention is often to enhance the realism of the scenario, the reality is that these additional elements force participants to expend cognitive energy on processing what is simulated and why it is being simulated.

For example, consider a scenario designed to teach students how to manage a patient in cardiac arrest. The core learning objectives might include recognizing signs of cardiac distress, performing CPR, and administering appropriate medications. However, the students might find themselves distracted if the scenario also includes irrelevant background noise, additional non-essential equipment, or extraneous patient history that doesn’t contribute to the learning objectives. They may spend valuable cognitive resources trying to process this irrelevant information rather than focusing on the critical tasks at hand.

The Art of Simplification: Less is More

To maximize the effectiveness of simulation, it’s essential to streamline scenarios, focusing on the elements that directly support the learning objectives. This doesn’t mean stripping away all realism, but rather, carefully curating the scenario to include only those aspects that enhance understanding and practice of the targeted skills. The goal is not to make it real but to make it real enough. Our goal is not to recreate reality but to provide an environmental milieu that supports the tasks at hand and allows the scenario to achieve intended objectives.

When designing a simulation, ask yourself:

– What are the primary learning objectives?

– What elements of the scenario directly support these objectives?

– Are there any elements that, while realistic, do not contribute to the learning goals and could potentially distract or overwhelm the students?

By answering these questions, you can begin to design scenarios that are both effective and efficient, ensuring that students’ cognitive resources are spent on mastering the intended skills rather than getting bogged down by unnecessary details.

A Practical Approach to Cognitive Load Management

1. Clear Objectives: Begin with a clear understanding of what you want your students to learn. Every element of the simulation should tie back to these objectives.

2. Essential Information Only: Include only the information and equipment necessary to achieve the learning goals. Avoid adding extras that don’t directly contribute to the scenario’s success.

3. Sequential Learning: If multiple skills need to be practiced, consider breaking them down into separate scenarios. This allows students to focus on one set of objectives at a time, reducing cognitive overload.

4. Debrief Thoughtfully: Use the debriefing session to reinforce learning objectives and clarify any confusion. This helps students consolidate what they’ve learned and understand the relevance of each element in the simulation.

5. Feedback and Iteration: Regularly gather feedback from participants and use it to refine your scenarios. What seems beneficial in theory might not always work in practice, and being open to adjustments is key to effective simulation design. Further, I fstudents stumble in the same point in the scenario, look for potential design flaws or elements that might be adding confusion.

Conclusion: Design the Scenarios to allow the participant to Spend Wisely

Cognitive load is a valuable resource that must be managed carefully in healthcare simulation design. By focusing on what is essential and stripping away the non-essential, educators can create scenarios that are not only realistic but also aligned with the primary learning objectives. This approach ensures that students can devote their cognitive energy to mastering the skills that matter most, leading to more effective learning and better outcomes in real-life situations.

In the end, the key to successful simulation design is not in how much you can add, but in how much you can refine and simplify. By spending cognitive load wisely, you enable your students to thrive in a simulated environment, fully prepared to face the challenges of the real world.

Until Next Time, Happy Simulating!

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July 27, 2023 · 11:52 am

The Importance of the Psychological Contract in Healthcare Simulation: Six Fundamental Elements

Simulation is a powerful tool in healthcare education to enhance learning and improve patient outcomes. Through simulation-based learning encounters, participants can engage in hands-on experiences that mimic real-life situations, allowing them to develop critical skills and knowledge.

The success of healthcare simulation educational encounters relies on the participants and the facilitators who guide and support the learning process. Understanding the psychological contract that needs to exist between participants, facilitators, and content designers, is crucial in creating a positive and effective learning environment. In this blog post, we will explore the importance of this psychological contract and discuss strategies to enhance it, ultimately leading to enhanced learning and improved outcomes in healthcare simulation.

While most discussions of the psychological contract are in the context of facilitating a simulation in real time, some elements are critically important to consider during the design process associated with simulation-based education encounters. How we structure our briefings, pre-briefings, and course schedules can dramatically influence our relationship with the participants to enhance the learning potential in the simulated environment.  

I like to think of six essential elements when designing and facilitating simulations.

Professionalism: We agree to treat each other as professionals throughout simulation-based education encounters. The learner agrees to attempt to interact in the scenario as if they were taking care of an actual patient, and the simulation facilitator agrees that the scenario will be directed to respond with a reasonable facsimile of how an actual patient will respond to the care being delivered.

Confidentiality: The simulation program agrees to keep the performance assessment of participants confidential to the extent possible. The simulation participant should be apprised of the fate of any audio, video, or still photographic media generated from the simulation. If, by programmatic design, there is the intent to share any performance results, the participant should be aware of this before engagement in the program.

Time: The simulation facilitator commits to creating an environment of learning that respects the participant’s time. The simulation program commits to the intent that the simulation encounter and all associated time spent will help provide the participant with relevant, professional education and growth potential.

Realism/Deception: Both the participant and the facilitator acknowledge that the environment is not real and will contain varying degrees of realism. The simulation environment’s primary intent is to provide a reasonable facsimile of a healthcare encounter to serve as the background for the participant to demonstrate their clinical practice proficiency to the best of their knowledge in exchange for feedback that highlights areas of success and identifies areas of potential improvement. Our simulation-based scenario designs are modeled after actual patient encounters or close representations of cases that may occur within your practice domain. While the case may represent areas of diagnostic mystery or other unknowns, the scenarios are not designed to deceive or mislead the learner deliberately. The facilitator acknowledges there may be facsimiles of the simulation that may be misinterpreted by the learner as a matter of simulation scenario design limitations and will address them as appropriate, as they occur.

Judgment: While there will be an assessment of the learner’s performance to carry out effective feedback, it will be based upon known best practices, guidelines, algorithms, protocols, and professional judgment. No judgment will be associated with why a gap in knowledge or performance was identified. The facilitators agree to maintain a safe learning environment that invites questions, explorations, and clarifications as needed to enhance learning potential.

Humbleness: Healthcare is a complicated profession regardless of the practice domain. It requires the engagement of lifelong learners to learn and retain a significant amount of knowledge and skill. Additionally, there is a constant refinement of knowledge, best practices, and procedures. The facilitator acknowledges that they are imperfect and engage in the same lifelong learning journey as the participant.

While the descriptions associated with each element of the psychological contract in this post are more aligned with the engagement with senior learners or practicing professionals, it is easy to translate each category when working with students and other types of junior learners.

Educators and learners can establish a foundation of trust, collaboration, and active participation by understanding and embracing the tenants of psychological contracts in healthcare simulation. Careful consideration of these elements is beneficial during program design and when actively facilitating simulation-based learning encounters. This, in turn, enhances the learning outcomes, improves clinical practice, and prepares healthcare professionals to deliver high-quality care as they engage in real-world patient encounters and associated situations.

The next time you are designing or conducting simulation based education endeavors give careful consideration to the psychological contract!

Until next time, Happy Simulating!

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May 26, 2023 · 1:17 pm

Simulation Professionals: Don’t let the Vocal Minority Get You Down!

The social psychologist Barbara Fredrickson coined the phrase, “The negative screams while the positive only whispers.” I don’t know about you, but this is extraordinarily true when reviewing course evaluations after simulation-based education programs!

Post-course evaluations are essential in measuring the program’s effectiveness and participant perceptions and are a tool to help with quality improvement initiatives. However, the feedback from vocal minorities can sometimes overshadow the opinions of the silent majority. After pouring blood, sweat, and tears into creating what you believe to be a successful simulation-based program, it can sometimes be a blow to your motivation when you receive negative evaluations.  At times the feedback can be pithy and personal and can sting.

Receiving negative feedback can be challenging for many reasons. First and foremost, it can feel like a personal attack on the hard work and effort you’ve put into a project or program. It’s natural to feel defensive or upset when someone criticizes something you’ve put so much time and energy into creating. Additionally, negative feedback can be difficult to process and use constructively. It’s easy to get caught up in the moment’s emotions and feel overwhelmed by the criticism. This can make it difficult to see the feedback as an opportunity for growth and improvement rather than a setback or failure.

This can be problematic as the feedback may not accurately represent the actual experiences of most participants, but it can certainly feel that way. It is also important to recognize the opportunities that come with critical feedback that could help you improve your program. It can help educators and course designers to identify areas for improvement and develop strategies for addressing these areas. Particularly when it is delivered constructively, and with a focus on improvement, negative feedback can be a powerful tool for enhancing the quality of simulation-based education programs and developing resilience in educators and learners alike. Critical feedback can help to identify areas for improvement, develop new strategies, and implement changes that can benefit future participants.

It is also important to remember that most participants with positive experiences may not feel the need to provide feedback. In contrast, those who have negative experiences may be more inclined to do so. So, I challenge you to go back and look at the designs of your course evaluation tools. It’s important to remember that the silent majority can be an important ally in the success of your program. By actively seeking out their feedback and insights, you can ensure that your program is meeting the needs of all participants, not just the most vocal. I’m not suggesting that we ignore the critical feedback; we just must find a way to balance it into a healthy model that contributes to resilience.

Developing a growth mindset is essential for developing resilience for those running simulation programs. It involves embracing challenges and staying motivated even when things get tough. Instead of seeing failures and setbacks as signs of inadequacy, individuals with a healthy mindset view them as opportunities for growth and learning. One powerful tool I use is remaining patient-centric in the decisions made regarding our simulations. Thinking about the downstream benefits that help raise the quality-of-care patients receive because of our efforts helps to keep my eye on the ball.

Lastly, remember that we can’t be all things to all people. While we remain excited and recognize the power of simulation-based education, not everyone will share our enthusiasm. As we move forward, remember that we can learn from the naysayers and the people unhappy that they are required to participate in some of our programs. Try to avoid the negative screaming in your ear, and you mistakenly believe that it represents the majority opinion. Stay focused on the idea that patients will benefit from our efforts, and many participants likely perceive value from our efforts.

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April 25, 2023 · 12:22 pm

When Simulation Is NOT the Answer: Own It!

Obviously, we are happy that simulation has become a popular method of education in healthcare. Simulation can provide a hands-on approach to learning that allows participants to experience real-life situations in a safe and controlled environment.

However, while simulation has many benefits, it’s not necessarily the best option for every type of education.  When we engage simulation as a modality, it is relatively complex, expensive and resource intensive compared to other educational methodologies. That all being said we all know at times it is an irreplaceable methodology that allows education, competency assessment, as well as system assessment information to be utilized in the improvement of healthcare.  The key is to have a stratification process/policy in place to evaluate opportunities to decide when simulation is the optimal deployment tool.

As leaders and managers of simulation programs we are charged with creating the return on investment for our programs. We are entrusted by the people who provide our funding to be good stewards of the investment and ongoing operational support of the simulation efforts.  It is up to us to hold the keys to the vault that we call simulation so that it gets engaged, deployed and/or utilized in the fashion that generates the expected outcomes with the highest amount of efficiency and effectiveness.

In short, don’t simulate because you can, simulate because you need to!

As your simulation center becomes a more recognized resource within your institution, there will often be an increase in request for services.  As this occurs it is critically important that leaders of programs are ensuring that the simulations are bringing value. 

For example, if someone wants you to do simulation training for an entire unit to rule out a new simple policy or procedure change, do not just say yes.  Instead, create a framework that advises the requester if simulation is the best modality.

When contemplating the value of simulation as a modality, I think it is best to go back to the creation of learning objectives for anticipated scenarios.  I always like to say that if you do knowledge, skills, and attitudes (KSA) analysis of your learning objectives and they all come up with K’s, you should reevaluate whether simulation is the best method.

Web-based education including courses, videos, lectures, or assigned reading may accomplish the same objectives as your planned simulation.  If this is the case, as a leader in simulation it is important that you recognize this and recommend modalities other than simulation.  It will likely save your organization time and money.  More importantly, it may increase the credibility of your advice and reputation moving forward as a problem solver for the institution as well as someone who is fiscally responsible.  Over time it can be valuable for a simulation program to enjoy a reputation of “the solution deployment” expert, not simply the “simulation” expert.

It is important to remember that the true value we provide is in the end-result of creating higher quality healthcare along with a safer environment for patients.  In this day and age, it has become increasingly important that our engagement is thoughtful, prudent with cost considerations in mind.  While we are all passionate about simulation, leaders of the future will garner success through a lens of efficiency and effectiveness in the programs that we deploy.

In conclusion, healthcare simulation is an important tool for education and patient safety, but it is not always the best tool. Simulation program managers and leaders should consider the specific learning outcomes they hope to achieve and carefully consider which educational modality is most appropriate for their learners. By doing so, they can ensure that they are providing the best possible, most cost-efficient training for their staff and ultimately improving patient outcomes.

Remember: Don’t simulate because you can, simulate because you need to!

Let me know what you think in the comments! If you enjoyed this post, please let me know by liking it, or subscribing to my Blog!

Until next time,

Happy Simulating!

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August 30, 2022 · 10:40 am

Sherlock Holmes and the Students of Simulation

I want to make a comparison between Sherlock Holmes and the students of our simulations! It has important implications for our scenario design process. When you think about it, there’s hypervigilance amongst our students, looking for clues during the simulation. They are doing so to figure out what we want them to do. Analyzing such clues is like the venerable detective Sherlock Holmes’s processes when investigating a crime.

Video version of this post

This has important implications for our scenario design work because many times, we get confused with the idea that our job is to create reality when in fact, it is not that at all our job. As simulation experts, our jobs are to create an environment with the reality that is sufficient to allow a student to progress through various aspects of the provision of health care. We need to be able to make a judgment and say, “hey, they need some work in this area,” and “hey, they’re doing good in this area.”

To accomplish this, we create facsimiles of what they will experience in the actual clinical environment transported into the simulated environment to help them adjust their mindset so they can progress down the pathway of taking care of those (simulated) patient encounters.

We must be mindful that during the simulated environment, people engage their best Sherlock Holmes, and as the famous song goes, [they are] “looking for clues at the scene of the crime.”
Let’s explore this more practically.

Suppose I am working in the emergency department, and I walk into the room and see a knife sitting on the tray table next to a patient. In that case, I immediately think, “wow, somebody didn’t clean this room up after the last patient, and there’s a knife on the tray. I would probably apologize about it to the patient and their family.”

Fast forward…..

Put me into a simulation as a participant, and I walk into the room. I see the knife on the tray next to the patient’s bed, and I immediately think, “Ah, I’m probably going to do a crich or some invasive procedure on this patient.”

How does that translate to our scenario design work? We must be mindful that the students of our simulations are always hypervigilant and always looking for these clues. Sometimes when we have things included in the simulation, we might just have there as window dressing or to try to (re)create some reality. However, stop to think they can be misinterpreted as necessary to be incorporated into the simulation by the student for success in their analysis.

Suddenly, the student sees this thing sitting on the table, so they think it is essential for them to use it in the simulation, and now they are using it, and the simulation is going off the tracks! As the instructor, you’re saying that what happened is not what was supposed to happen!

At times we must be able to objectively go back and look at the scenario design process and recognize maybe just maybe something we did in the design of the scenario, which includes the setup of the environment, that misled the participant(s). If we see multiple students making the same mistakes, we must go back and analyze our scenario design. I like to call it noise when we put extra things into the simulation scenario design. It’s noise, and the potential for that noise to blow up and drive the simulation off the tracks goes up exponentially with every component we include in the space. Be mindful of this and be aware of the hypervigilance associated with students undergoing simulation.

We can negate some of these things by a good orientation, by incorporating the good practice into our simulation scenario design so that we’re only including items in the room that are germane to accomplishing the learning objectives.

Tip: If you see the same mistakes happening again and again, please introspect, go back, look at the design of your simulation scenario, and recognize there could be a flaw! Who finds such flaws in the story?  Sherlock Holmes, that’s who!

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June 6, 2022 · 12:05 pm

5 Tips to Improve Interrater Reliability During Healthcare Simulation Assessments

One of the most important concepts in simulation-based assessment is achieving reliability, and specifically interrater reliability. While I have discussed previously in this blog every simulation is assessment, in this article I am speaking of the type of simulation assessment that requires one or more raters to record data associated with the performance or more specifically an assessment tool.

Interpreter reliability simply put is that if we have multiple raters watching a simulation and using a scoring rubric or tool, that they will produce similar scores. Achieving intermittent reliability is important for several reasons including that we are usually using more than one rater to evaluate simulations over time. Other times we are engaged in research and other high stakes reasons to complete assessment tools and want to be certain that we are reaching correct conclusions.

Improving assessment capabilities for stimulation requires a significant amount of effort. The amount of time and effort that can go into the assessment process should be directly proportional to the stakes of the assessment.

In this article I offer five tips to consider for improving into rate of reliability when conducting simulation-based assessment

1 – Train Your Raters

The most basic and overlooked aspect of achieving into rate and reliability comes from training of the raters. The raters need to be trained to the process, the assessment tools, and each item of the assessment that they are rendering an opinion on. It is tempting to think of subject matter experts as knowledgeable enough to fill out simple assessments however you will find out with detailed testing that often the scoring of the item is truly in the eye of the beholder. Simple items like “asked medical history” may be difficult to achieve reliability if not defined prior to the assessment activity. Other things may affect the assessment that require rater calibration/training such as limitations of the simulation, and how something is being simulated and/or overall familiarity with the technology that may be used to collect the data.

2 – Modify Your Assessment Tool

Modifications to the assessment tool can enhance interrelated reliability. Sometimes it can be extreme as having to remove an assessment item because you figure out that you are unable to achieve reliability despite iterative attempts at improvement. Other less drastic changes can come in the form of clarifying the text directives that are associated with the item. Sometimes removing qualitative wording such as “appropriately” or “correctly” can help to improve reliability. Adding descriptors of expected behavior or behaviorally anchored statements to items can help to improve reliability. However, these modifications and qualifying statements should also be addressed in the training of the raters as described above.

3 – Make Things Assessable (Scenario Design)

An often-overlooked factor that can help to improve indurated reliability is make modifications to the simulation scenario to allow things to be more “assessable”. We make a sizable number of decisions when creating simulation-based scenarios for education purposes. There are other decisions and functions that can be designed into the scenario to allow assessments to be more accurate and reliable. For example, if we want to know if someone correctly interpreted wheezing in the lung sounds of the simulator, we introduced design elements in the scenario that could help us to gather this information accurately and thus increase into rater reliability. For example, we could embed a person in the scenario to play the role of another healthcare provider that simply asks the participant what they heard. Alternatively, we could have the participant fill out a questionnaire at the end of the scenario, or even complete an assessment form regarding the simulation encounter. Lastly, we could embed the assessment tool into the debriefing process and simply ask the participant during the debriefing what they heard when I auscultated the lungs. There is no correct way to do this, I am trying to articulate different solutions to the same problem that could represent solutions based on the context of your scenario design.

4 – Assessment Tool Technology

Gathering assessment data electronically can help significantly. When compared to a paper and pencil collection scheme technology enhanced or “smart” scoring systems can assist. For example, if there are many items on a paper scoring tool the page can sometimes become unwieldy to monitor. Electronic systems can continuously update and filter out data that does not need to be displayed at a given point in time during the unfolding of the simulation assessment. Simply having previously evaluated items disappear off the screen can reduce the clutter associated with scoring tools.

5 – Consider Video Scoring

For high stakes assessment and research purposes it is often wise to consider video scoring. High stakes meaning pass/fail criteria associated with advancement in a program, heavy weighting of a grade, licensure, or practice decisions. The ability to add multiple camera angles as well as the functionality to rewind and play back things that occurred during the simulation are valuable in improving the scoring accuracy of the collected data which will subsequently improve the interrater reliability. Video scoring associated with assessments requires considerable time and effort and thus reserved for the times when it is necessary.

I hope that you found these tips useful. Assessment during simulations can be an important part of improving the quality and safety of patient care!

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Thanks and until next time! Happy Simulating.

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