Medical Simulation and RCP Training Bernie Roth MD

Medical Simulation and RCP Training Bernie Roth MD Clinical Professor of Medicine - UW Pulm Div Professor of Medicine – USUHS PCCM/Sleep - MAMC

Disclaimer • I have no affiliation with makers of simulators • The content of this presentation represents the private views of the author and in no way reflects the official views of the Department of the Army or the Department of Defense • Thanks to Paul Kettle RRT who should be giving the lecture

Overview • Medical Simulation – What is it? – Why use it? • Three Ventilator Simulators – The cheap – The expensive – The ridiculously expensive • Designing a curriculum

What is Medical Simulation? “A situation or environment created to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions. ” – Center for Medical Simulation, Cambridge, MA

What is Medical Simulation? • Simulation vs. Simulator • Task / Skills Simulator – Intubation, Ventilator with test lung, Bronchoscopy • Standardized Patient • Human Patient Simulator – High fidelity simulator with a scenario – Evaluate knowledge, skills and attitude – Excellent for team training • Virtual Reality – Virtual task – Virtual patient – Virtual scenario

Why Use Simulation? • • Patient Safety (Useful mistakes) Experiential / Emotional Learning (next) Teach integrative approach to problems Standardize curriculum Teach decision making Practice working in teams Planned experience of rare events Because the ACGME and Joint Commission wants us to… J Qual Pat Saf 2007; 31: 185 -202

Emotionality of the Experience Is the Difference Circumplex Model of Emotion: Russell and Feldman Barrett, 1999

Ventilator Simulators - Cheap • Evita Trainer by Drager • http: //www. draeger. com/US/en_US/produc ts/medical_ventilation/adult_icu_ventilation /rsp_Evita_XL. jsp • Hamilton • http: //www. hamilton-medical. com/Onlinesimulation. 683. 0. html • You can download these for free!

Moderately Expensive Patient/Ventilator Simulator • Sim. Man by Laerdal • ASL 5000 Breathing Simulator – by Ing. Mar Medical – Simulate breathing with altered Res or Comp • Your ventilator

The ASL 5000 Breathing Simulator Just intubate the patient And add your ventilator Ing. Mar Medical

Ridiculously Expensive Patient/Ventilator Simulator METI-HPS and your ventilator

METI – HPS (Human Patient Simulator) Pulmonary • Spontaneous respiration • Mechanical ventilation • Assisted ventilation • Chest excursion • Oxygen consumption • Uptake and elimination of anesthetic gases • Variable lung and thorax compliance • Variable airway resistance • Breath sounds • Intrapleural volume • Functional residual capacity

Designing a Simulation Curriculum • Make sure you know how to do “it” correctly • Do your Homework – Evidence Based – Expert Review • Ask for Help – Physicians – Nurses – Respiratory therapists

Planning & Evaluating a Scenario • What is the learning objective? – Value of the scenario is not in complexity – Use the Simulation Recipe • Checklist evaluation – Break down into smallest identifiable task – Go / No Go for each task – Scaled evaluation sometimes more useful • Who will evaluate? – One of the players vs. outside the room – Depends on resources available and goals of the simulation

Simulation Recipe • • • Who is your target audience? – goal is to push them to the edge of their practice Needs Assessment – what does your audience need to work on? Learning Objectives - choose 2 or 3 objectives based on your needs assessment. Objectives may be clinical and/or behavioral. Note – it is not cost effective to use simulation to teach purely factual knowledge. Use it to teach application of knowledge to a new clinical situation or to work on behaviors.

Simulation Recipe - example • • • Who is your target audience? – Respiratory Therapists just out of school Needs Assessment – Many of therapists are very green and get very nervous around sick patients Learning Objectives – – Demonstrate ability to perform patient/ventilator assessment – Demonstrate ability to identify common problems causing tachypnea and hypoxia on the ventilator (mucous plugging, bronchospasm, pulmonary edema) – Demonstrate the ability to respond to these problems with appropriate therapy

Simulation Recipe • Plot - Use real cases from experience or QI data that illustrates learning objectives. Give to students verbally before the scenario and/or have it in the form of a medical record. • Set-up - Room, mannequin, monitor, crash cart, IV poles, other props, actors as other RCP, physician, nurse, family member, etc • Script of the scenario - What the mannequin and actors will do – start simple and focus on target audience.

Simulation Recipe-example • • • Plot – – RT called stat to patient’s bedside – 62 -year-old man with pneumonia on ventilator – Peak pressure is alarming on ventilator and patient is hypoxic due to mucous plugging Set-up – – Sim. Man - RR- 34, BP-190/100, P-114, O 2 sat-85% , decreased breath sounds – Ventilator set with AC, rate-16, TV-420 cc, peak pressure limit of 40, Fi. O 2 -50%, vent is alarming with Peak pressure limit – ASL 5000 simulator – 85% of max tracheal resistance – Assigned bedside nurse actor (can direct simulator issues) Script of the scenario – – Patient will continue to deteriorate until patient is removed from ventilator, bag mask ventilated and suctioned – If above done, resistance will fall to normal and ventilation will be normal when ventilator restarted with improved patient VS

Simulation Recipe • Medical record (Optional) – patient notes, history • Teaching Points and physical, medication list, ECG’s, labs, x-rays – – • Critical actions -- series of steps necessary to successfully complete task and demonstrate understanding of the teaching points. Common Pitfalls -- common mistakes that your learners may make that you specifically want to remind them to avoid. Debriefing – most important part – – based on the teaching points outlined above based on what you observed during the simulation

Evaluation (formative vs. summative) CLINICAL TASKS Go No Go Patient disconnected from the ventilator Bag Valve Tube ventilation done correctly Auscultates patient’s chest Suctions appropriately Continues Bag ventilation till O 2 Sats improve Reconnects ventilator BEHAVIORAL ACTIONS Exceeds Meets Fails to Meet Communicates impression and plan to nurse Recognize Peak Pressure alarm suggests obstruction

Summary – Simulation Recipe • Simulation allows students to experience a “true- to-life” scenario where they can make mistakes and learn without hurting patients • Know your audience and their needs • Develop learning objectives (2 -3) • Develop the plot, set-up and script • Observe critical actions/common pitfalls • Give Feedback/Debrief • Have serious fun and your students will, too!

Contact Me • bernard. roth@us. army. mil • We can talk about Simulation • Or Ask Me Now?