• students walked into the sim lab like wide-eyed deer in the headlights
  • their performance pretty much mirrored that analogy
  • did they learn anything just by being scared?
• pre-briefs are defined as short sessions before the simulation
  • set expectations and roles (take this thing seriously)
  • familiarize students with equipment and debrief procedures
  • but teaching doesn’t usually happen here (or in the debrief for that matter)
• simulation is often incorporated into the flipped classroom
  • watch a video (or read something) at home and then come to class to do simulation
• we inserted a pre-brief using instructional scaffolding between the home module and the simulation session
  • students watch videos at home & complete a 1-page fill-in-the-blank worksheet
  • before simulation they learn their roles, expectations but also go through some mini-cases using that worksheet
  • then evaluated their performance on a checklist
  • their performance significantly improved on the checklist and their impressions of the sessions were better

Outcomes

• checklist
  • immediately (<10 seconds) started CPR upon determining patient is pulseless
  • initiated defibrillation upon observing a shockable rhythm
  • switched compressors every 2 minutes with brief (<10 seconds) pause in compressions
  • gave proper doses of vasopressors and anti-arrhythmic at the appropriate time
• reflection
  • I feel confident in performing a resuscitation of a patient in pulseless arrest (strongly disagree…)
• quiz
  • fill in the worksheet without a crutch
  • given scenarios, pick the next step