Duration
150h Th
Number of credits
| University certificate for an integrated vision of simulation in health | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
All year long, with partial in January
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 4 modules that cover the applications of simulation in the context of health. It will involve experts from different fields, also experts in simulation, who will share their experiences. The numerical simulation methods used in these fields will be shared and discussed, as well as the advantages and disadvantages associated with them.
1) High fidelity and in situ simulation
The use of dummy in simulation is governed by many knowledge. The application of in situ simulation makes it possible to increase realism but also to identify latent risks or threats related to the safety of care.
2) Simulation in the digital field
The numerical possibilities are immense in simulation; virtual reality, augmented reality, online simulation, etc. Each modality has its advantages and disadvantages and pursues its own educational objective.
3) The use of simulated / standardized patient
The use of a simulated patient is very useful for working on communication skills. However, prior preparation of the "patient" must be carried out rigorously in order to clearly establish his role.
4) Soft skills, including crisis management
This module aims to deal more specifically with so-called "soft" skills.
Part 1 will review CRM (Crisis Resource Management) skills, i.e. the skills necessary for crisis management. The different simulation methods to train these skills will be discussed (relational simulation, virtual reality, decontextualized simulation, etc.).
The 2nd part will present concrete examples of non-technical simulation such as the announcement of bad news or even therapeutic education.
Learning outcomes of the learning unit
At the end of the course, the student will be able to:
High fidelity and in situ simulation
- Recognize the need to use high-fidelity or in situ simulation in certain contexts.
Simulation in the digital field
- Evaluate the implementation of simulation using digital tools in different contexts.
- Understand the advantages and limits of numerical simulations.
The use of simulated / standardized patient
- Create and implement the preparation of a simulated patient for a simulation scenario.
Soft skills, including crisis management
- Recognize so-called non-technical skills
- Understand their importance in the practice of health professionals
- Understand how and why to use simulation for soft skills work
- Imagine scenarios that allow you to target one or another non-technical skill.
Prerequisite knowledge and skills
Unit 1 (Fundamentals of Simulation as a Learning Activity), of the certificate in "Integrated Approach to Simulation in Health" is a prerequisite 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
Lecture notes will be available via the secretariat
Scientific articles dealing with the subject will be made available by the various teachers if necessary, as additional resources.
- Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Technology-Enhanced Simulation for Health Professions Education. JAMA. 2011 Sep 7;306(9):978-88.
- Jaffrelot M, Boet · S, Cioccio · A Di, Michinov · E, Chiniara · G. Simulation and crisis management. Intensive care. 2013;22:569-76.
- S. Goldhaber-Fiebert, K. McCowan, K. Harrison, R. Fanning, S. Howard DG. Crisis Resource Management. 2008.
- Gross B, Rusin L, Kiesewetter J, Zottmann JM, Fischer MR, Prückner S, et al. Crew resource management training in healthcare: a systematic review of intervention design, training conditions and evaluation. BMJOpen. 2019 Mar 1;9(2):e025247.
- Gordon M. Non-technical skills training to enhance patient safety. Clin Teach. 2013 Jun;10(3):170-5.
- Vlachopoulos D, Makri A. The effect of games and simulations on higher education: a systematic literature review. Flight. 14, International Journal of Educational Technology in Higher Education. International Journal of Educational Technology in Higher Education; 2017. 1-33 p.
- Lean J, Moizer J, Towler M, Abbey C. Simulations and games: Use and barriers in higher education. Act Learn High Educ. 2006;7(3):227-42.
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions ) AND oral exam
Written work / report
Continuous assessment
Additional information:
See assessment methods for the entire certificate.
Work placement(s)
see the terms and conditions with the secretariat
These internships are compulsory and must take place in a partner service of the certificate with a progress report.
Organisational remarks and main changes to the course
Contacts
Benoit Cardos (benoit.cardos@uliege.be)
Resource person(s): Alexandre Ghuysen, Nadège Dubois, Fernade Lois, Méryl Paquay, Rebecca Tubes, Jonathan Goffoy