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Board #232 - Program Innovation The Ultimate High Fidelity Simulation: A Mixed Clinical-grade Cadaver and Mannequin-based Resuscitation Course (Submission #8664)

Objectives Understand and practice the principles of crisis resource management (CRM) as a team leader in a simulated scenario. Critique oneself and others’ roles during a simulated medical emergency. Perform common critical emergency procedures under controlled and realistic conditions in an educationally supportive setting with expert instructors. Discuss management options with colleagues; exchange experiences in small groups designed for maximum learning. Description The full day course started with a didactic lecture on CRM. Participants were divided into two groups, with equal numbers of MD’s, RN’s and paramedics in each group. Each group participated in 6 high-fidelity mannequin simulations followed by three critical procedural skills stations in a clinical-grade cadaver lab. The course closed with a full class debrief session. After each session the participants completed evaluation forms, and a general evaluation form at the completion of the entire course. Thirty-one physicians, six nurses and two paramedics attended this course. Post-course evaluations revealed a very high level of engagement, high degree of satisfaction with the style of learning, and multiple requests for more of the type of education/knowledge translation delivered in this innovative course. Conclusion In this era of increased patient safety concern, coupled with the move toward simulation-based medical education in medical school curriculum, this innovative continuing medical education program combines high-fidelity mannequin technology with human tissue as a learning modality. It appears to be an engaging and motivating form of learning. References 1. Appavu, S. Two decades of simulation-based training: have we made progress? Crit Care Med 2009;37:2843-44. 2. McGaghie, WC, Issenberg, SB, Barsuk, JH, Wayne, DB. (2014). A critical review of simulation-based mastery learning with translational outcomes. Med Educ 2014;48:375-85. 3. Yardley, SE. (2012). Experiential learning: AMEE guide No.63. MedTeacher 2012;34:102-15. 4. Harden, EA. (1999). AMEE Guide No.14: Outcome-based education: Part1–an introduction to outcome-based education. Med Teacher 1999;21:7-14. 5. Xiao, YE. (1996). Task complexity in emergency medical care and its implications for team coordination. (W. Marras, Ed.) J Hum Factors Erg Soc 1996;38:636-45. Disclosures None