Simulation

Definition: highly interactive synthetic learning methods whereby whole events or components of events are enacted and learners interact not only with the patient simulator but also other people in the event (colleagues or patient’s relatives) and the environment (the layout and use of equipment). Key components include:

• the learner interacts with his or her environment (patient, other people and equipment)
• the learning activities enact activities and tasks representative of the learner’s real world responsibilities
• the environment resembles the workplace. Depending upon the learning objectives, realism can be built into the equipment, the surrounding environment or the overall integration of equipment, environment and interactions between learners and instructors

Narrative (or scenario) is an important characteristic of simulation. The narrative is presented in scripted scenarios providing the virtual patient’s individual storyline – the principles of which are similar to those of traditional class room style case-based and problem-based learning – but in a format that is acted out, enabling practice. Another important feature of simulation is reflection upon practice which is generally facilitated by a trained instructor in a debriefing that follows the scenario. All of these elements are recognised to promote effective and deep learning. While realism is an essential pre-requisite for learning, it is important to note that the “fidelity” of this realism shifts from the patient technology to the virtual ward and, or, the interactions between actors playing out the scenario, depending upon the learning objectives. This affects the required complexity and sophistication of technology, laboratory setting and stage management of actors, respectively.

Simulation ranges from simple deconstructed scenarios to fully immersed scenarios. Categories practiced at the SCSSC include fully immersive scenarios, pause and discuss scenarios and simulated PBLDs.