Course Information

HSP9 PG Dip Sc. Healthcare Simulation and Patient Safety
Taught - Full Time
College of Medicine, Nursing, & Health Sciences
Course code(s): GYM76
Course Location: University of Galway - Main Campus
Start Date: 2020-09-01
HSP9

Module information for course: 'HSP9'


Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits
You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module
An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional
A module you may choose to study.
Required
A module that you must study if you choose this course (or subject).
Semester
Most courses have 2 semesters (aka terms) per year.

Year 1 (60 Credits)

Required MD1501: Introduction to simulation based education


Semester 1 | Credits: 10

The module will cover both the psychological and technical areas that are relevant to simulation. The students will be introduced to key theoretical concepts (e.g. adult learning, deliberate practice), as well as the practical knowledge and skills required to design, deliver, and evaluate simulation based education . The main goal of the module is to provide the student with an understanding of the key concepts in simulation-based education.
(Language of instruction: English)

Learning Outcomes
  1. Describe the history and evolution of medical/healthcare simulation
  2. Describe how the concepts of deliberate learning apply to medical simulation.
  3. Demonstrate how to apply adult learning principles in simulation-based education
  4. Describe the level of realism that is required for simulation exercises to be effective.
  5. Understand the issues around developing a valid and reliable method of assessing the performance of students in a simulated environment.
  6. Identify the characteristics of an effective debriefing.
  7. Demonstrate how to provide different types of feedback after a simulation training exercise.
  8. Be able to address the physical and psychological safety of students in healthcare simulation exercises.
  9. Describe how students should be oriented to simulation prior to starting the training.
  10. Discuss methods for evaluating instructor performance.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "The history of medical education and possible future directions. Medical Education, 40, 254-262." by Bradley, P. (2006).
  2. "Technology-enhanced simulation for health professions education. JAMA, 306, 978-988." by Cook, D.A. et al. (2011).
  3. "Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79, S70-S81." by Ericsson, K.A. (2004).
  4. "The role of debriefing in simulation-based learning. Journal of Simulation in Healthcare, 2(2), 115-125." by Fanning, R.M. & Gaba, D. (2007).
  5. "Simulations that are challenging to the psyche of participants: how much should we worry and about what?. Simulation in Healthcare, 8(1), 4-7." by Gaba, D. M. (2013).
  6. "). The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013
  7. "The minimal relationship between simulation fidelity and transfer of learning. Medical Education, 46, 636-647." by Norman, G., Dore, K., & Grieson, L. (2012).
  8. "Debriefing with good judgment: Combining rigorous feedback with genuine inquiry. Anesthesiology Clinics, 25, 361–376" by Rudolph, J.W., Simon, R., Rivard, P., Duferensne, R.L., Raember, D.B., (2007).
  9. "Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), e1561-e1572." by Taylor, D. C., & Hamdy, H. (2013).
The above information outlines module MD1501: "Introduction to simulation based education" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Required MD1502: Simulation with manikin and task based trainers


Semester 1 | Credits: 10

The module will cover the design, delivery, and evaluation of simulation-based education using manikin and task-based trainers. On completion of the module the student will be able to: write learning objectives, develop a training scenario, operate manikin and task based simulators, and evaluate and provide feedback to the participants using appropriate tools (e.g. behavioural marker systems, directly observed procedural skills).
(Language of instruction: English)

Learning Outcomes
  1. understand the history of manikin- and task-based simulation.
  2. describe specific examples of how procedural and manikin-based simulation may improve patient care.
  3. write a scenario suitable for manikin-based simulation.
  4. design scenarios, operate, and evaluate simulation-based education using a manikin simulator.
  5. design scenarios, operate, and evaluate simulation-based education using a task-based trainers.
  6. to teach and evaluate nontechnical and technical skills using a manikin simulator.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "A brief history of the development of mannequin simulators for clinical education and training. Quality and Safety in Health Care, 13(suppl 1), i11-i18." by Cooper, J. B., & Taqueti, V. R. (2004).
  2. "Review of mannequin‐based high‐fidelity simulation in emergency medicine. Emergency Medicine Australasia,20(1), 1-9." by Fritz, P. Z., Gray, T., & Flanagan, B. (2008).
  3. "Training and transfer of colonoscopy skills: a multinational, randomized, blinded, controlled trial of simulator versus bedside training. Gastrointestinal Endoscopy, 71:298-307." by Haycock, et al. (2010).
  4. "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
  5. "Simulation in procedural training: at the tipping point. CHEST Journal, 137(5), 1009-1011." by Murin, S., & Stollenwerk, N. S. (2010).
  6. "The utility of simulation in medical education: what is the evidence?. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medic" by Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. I. (2009).
  7. "Fundamentals of Laparoscopic Surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial. The American Journal of Surgery,199, 115–120" by Sroka, G. et al. (2010).
The above information outlines module MD1502: "Simulation with manikin and task based trainers" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Required MD1503: Standardised patients, virtual patients, and hybrid simulation


Semester 1 | Credits: 10

The module will cover the design, delivery, and evaluation of simulation-based education using standardised patients, virtual patients, and hybrid simulation. On completion of the module the student will be able to: write learning objectives, develop a training scenario, and evaluate and provide feedback to participants in standardised patient and hybrid simulation. The students will also receive education in a range of virtual patient systems, and given the opportunity to use them as a student.
(Language of instruction: English)

Learning Outcomes
  1. describe how standardised patients can be used in medical simulation
  2. understand the definition of screen-based simulation and how it can be used in healthcare simulation;
  3. describe how serious gaming is currently used in healthcare simulation.
  4. describe specific examples of how standardised patient, virtual patient, and hybrid simulation may improve patient care.
  5. write a scenario suitable for standardised patient, virtual patient, and hybrid simulation.
  6. design scenarios, operate, and evaluate simulation-based education using a standardised patient.
  7. design scenarios, operate, and evaluate simulation-based education using a virtual patient teaching environment.
  8. design scenarios, operate, and evaluate simulation-based education using hybrid simulation.•
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC. Academic Medicine, 68(6), 443-51." by Barrows, H. S. (1993).
  2. "The use of simulated patients in medical education: AMEE Guide No 42 1. Medical teacher, 31(6), 477-486." by Cleland, J. A., Abe, K., & Rethans, J. J. (2009).
  3. "Virtual patients: a critical literature review and proposed next steps. Medical Education, 43, 303–311." by Cook, D.A. & Triola, M.M. (2009).
  4. "Practica continua: Connecting and combining simulation modalities for integrated teaching, learning and assessment. Medical teacher, 31(8), 725-731." by Ellaway, R. H., Kneebone, R., Lachapelle, K., & Topps, D. (2009).
  5. "Systematic review of serious games for medical education and surgical skills training. British Journal of Surgery, 99, 1322–1330" by Graaflan, M., Schraagen, M.J., Schijven, M.P. (2012).
  6. "Video games in health care: closing the gap. Review of General Psychology, 14(2), 113–121." by Kato, P.M. (2010).
  7. "Simulation in surgical training: educational issues and practical implications. Medical education, 37(3), 267-277." by Kneebone, R. (2003).
  8. "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
  9. "A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996-2005. Medical teacher, 31(6), 487-492." by May, W., Park, J. H., & Lee, J. P. (2009).
The above information outlines module MD1503: "Standardised patients, virtual patients, and hybrid simulation " and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Required MD1504: Human factors and patient safety in simulation


Semester 2 | Credits: 10

This module will focus on providing students with an understanding of the key concepts and theories in human factors and patient safety at the level of the individual, team, unit, organisation, and society. The use of simulation to address human factors issues and improve patient safety will be delineated.
(Language of instruction: English)

Learning Outcomes
  1. Be able to apply different models of safety and relate them to healthcare.
  2. Be able to define the difference between leading and lagging indicators of safety in healthcare.
  3. Identify the difficulties with measuring safety in healthcare, and how simulation can be used to .
  4. Explain the difference between safety I and safety II and why it is useful to study when things go right.
  5. Explain what the discipline of human factors is, and why it is relevant to simulation and healthcare.
  6. Be able to apply models of human factors to healthcare and simulation-based education
  7. Critique the applicability of an aviation approach to healthcare simulation.
  8. Discuss the application of procedures and standardisation can improve patient safety.
  9. Be able to use simulation to help address human factors issues in healthcare.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "Barriers to achieving ultrasafe healthcare. Annals of Internal Medicine, 142(9), 756-764." by Amalberti, R. Auroy, Y., Berwick, D., & ; Barach, P. (2005).
  2. "Spreading human factors expertise in healthcare: untangling the knots in people and systems. BMJ quality & safety, 22(10), 793-797." by Catchpole, K. (2013).
  3. "Have we gone too far in translating ideas from aviation to patient safety? No. British Medical Journal, 342, c7310" by Gaba, D. (2011).
  4. "The comprehensive textbook of healthcare simulation. Springer Science & Business Media." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013).
  5. "Human error: models and management. British Medical Journal, 320(7237)768-770." by Reason, J. (2000).
  6. "The science of human factors: separating fact from fiction.BMJ quality & safety, bmjqs-20" by Russ, A. L., Fairbanks, R. J., Karsh, B. T., Militello, L. G., Saleem, J. J., & Wears, R. L. (2013).
  7. "Is healthcare getting safer? British Medical Journal, 337, a2426." by Vincent, C. Aylin, P, Franklin, D. , Holmes, A. Iskander manager, S., Jacklin, A. Moorth, K. (2008).
The above information outlines module MD1504: "Human factors and patient safety in simulation " and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Required MD1505: Uses of medical and healthcare simulation beyond education


Semester 2 | Credits: 10

This module will focus on how healthcare simulators can be used to conduct research and evaluate medical devices and systems. It will address the use of simulation to: understand why a particular event happened, and so simulate the event with the same and/or other clinicians; evaluate organisational processes as well as individuals and team performance; evaluate new procedures, equipment or medical devices, and conduct research on the effectiveness of simulation. This module will also address issues around research ethics, and the use of simulation participants for carrying out research.
(Language of instruction: English)

Learning Outcomes
  1. explain why simulation based education is potentially more ethical than traditional healthcare education techniques.
  2. distinguish between educational research and programme improvement.
  3. explain how to carry out ethical research using students as participants.
  4. identify the issues associated with the regulatory environment and simulation training.
  5. understand how simulation can be used to test medical devices, procedures. or other work practices.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "Using simulation to address hierarchy issues during medical crises. Journal of Simulation in Healthcare, 8, 9-13." by Calhoun, A.W., Boone, M.C., Miller, K.H., & Pian-Smith, M.C.M. (2013).
  2. "Ethics of research with students. Nurse Researcher, 12(3), 42-51.Riley, R.H. (2008; Ed.). Manual of Simulation in Healthcare. New York: Oxford University Press." by Clark, E. & McCann, T.V. (2005).
  3. "Simulations that are challenging to the psyche of participants: how much should we worry and about what? Journal of Simulation in Healthcare, 8, 4-7." by Gaba, D. (2013).
  4. "medical device design: a human factors engineering approach. Journal of biomedical informatics, 34(4), 274-284." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013). The comprehensive textbook of healthcare simulation. Springer Science & Business Media.Lin, L., Vicente, K. J., & Doyle, D. J. (2001). Patient safety, potential adverse drug events, and
  5. "Unannounced standardized patients: a promising method of assessing patient-centered care in your health care system. BMC health services research, 14(1), 157." by Zabar, S., Hanley, K., Stevens, D., Murphy, J., Burgess, A., Kalet, A., & Gillespie, C. (2014).
The above information outlines module MD1505: "Uses of medical and healthcare simulation beyond education" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Required MD1506: Running an effective simulation based education programme


Semester 2 | Credits: 10

This module will focus open the logistics of running a simulation-based education programme and effectively integrating simulation-based education into a ‘traditional’ undergraduate or postgraduate medical or healthcare education curriculum. Have an understanding of learning theory as it relates to trasfer of learning and cucciculum design and alignment. The module will address issues of building, staffing, and resourcing a simulation-based education programme. It will cover how simulation-based education can be aligned with curriculum competencies and outcomes in an existing course of instruction. Input will be provided from simulation centre directors in Ireland, UK, and the US.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate an understanding of the staffing and resource requirements of a simulation centre
  2. Demonstrate an understanding of how to design a simulation centre
  3. Demonstrate an understanding of learning theories as they relate to curicullum design and trasfer of learning to the workplace.
  4. Be able to integrate simulation-based education into a ‘traditional’ medical or healthcare education curriculum
  5. Be able to integrate simulation-based education with curricullum competencies.
  6. Be able to advocate for simulation-based education
  7. Demonstrate and understanding of how clinical tutors can be facilitated to help support a simulation-based educational programme.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137." by Harden, R. M. (2001).
  2. "Clinical simulation: operations, engineering, and management. Academic Press." by Kyle, R., & Murray, W. B. (2010).
  3. "Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical teacher, 35(10), e1511-e1530., ." by Levine, A. I., DeMaria Jr, S., Schwartz, A. D., & Sim, A. J. (2013). The comprehensive textbook of healthcare simulation. Springer Science & Business Media.Lin, L.
The above information outlines module MD1506: "Running an effective simulation based education programme" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.