Duration
60h Th
Number of credits
| University certificate for an integrated vision of simulation in health | 2 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This teaching unit is made up of 3 modules that cover the operational aspects of simulation, with a focus on the creation of learning paths, the management of a simulation center as well as aspects related to evaluation methods.
1) The creation of learning paths
This module aims to characterize the supply and demand of training programs within a simulation center. It will allow the participant to follow a framework for the creation of training programs adapted to demand and needs.
2) The management of a simulation center
This module aims to develop participants' management skills. How to develop a simulation center, from reflection to construction, including the management of all resources (human, material/logistics, architectural, financial, geographic).
3) Assessment methods
The acquisition of knowledge and skills by learners can be assessed. Assessment can be summative or formative. The choice of one or the other modality depends on the context, the desired goal, and the tools used. The evaluation of the impact of simulation will also be presented from the perspective of simulation research.
Learning outcomes of the learning unit
At the end of the course, the student will be able to:
1) The creation of learning paths
- Understand the concepts of supply, need and demand, and how to adapt them to the design of the center.
- To be able to build a training program adapted to the demand.
2) The management of a simulation center
- Know all the resources to consider for the design of a simulation center
- Know the types of accreditations for a simulation center
- Be able to set up/organize the necessary actions throughout the accreditation process
3) Assessment methods
- Understand the different levels of impact of simulation training.
- Imagine a simulation session evaluation model in their area of expertise.
Prerequisite knowledge and skills
Unit 1 (The fundamentals of simulation as a learning activity) and 2 (Deepening in the context of health simulation), of the certificate in "Integrated approach to health simulation" are prerequisites for this course.
Planned learning activities and teaching methods
Theoretical part: Video capsules or podcasts will be used for the theoretical parts, but also "online" courses, seminars to promote interactions with teachers or experts.
Reflective part: Face-to-face or online, debates and discussions will be conducted on the basis of case studies (problem-based learning).
Practical part: Face-to-face, simulation exercises, creation and simulation sessions will be carried out in groups.
The reflective and practical parts will/must promote student-teacher interactions, but also student-students. Teaching based on socio-constructivism.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Recommended or required readings
Lecture notes will be available through XY as XY.
Scientific articles dealing with the subject will be made available (on XY) as additional resources.
- Roussin CJ, Weinstock P. SimZones: An Organizational Innovation for Simulation Programs and Centers. AcadMed. 2017 Aug 1;92(8):1114-20.
- High Authority of Health. Guide to good practice in healthcare simulation. Saint-Denis La Plaine Cedex; 2012 Dec.
- Jaffrelot M, Savoldelli G. Designing a simulation center. In: Health simulation From theory to practice. Springer Paris; 2013. p. 403-10.
- PATIENT SAFETY Guide for the evaluation of healthcare simulation infrastructures. 2015.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Continuous assessment
Additional information:
See assessment methods for the entire certificate.
Work placement(s)
See terms and conditions with the secretariat.
Internships are compulsory and must be the subject of a progress report
Organisational remarks and main changes to the course
Contacts
Benoit Cardos (benoit.cardos@uliege.be)
Ressource persons: Alexandre Ghuysen, Nadège Dubois, Gwenaëlle Graas, Rebecca Tubes, Jonathan Goffoy