Traditional Poster Round
Bharat Choudhary, MD ( Pediatrics), FPEM, FACEE, Level 3 certification in simulation (Pedistar) India
Assistant Professor, Trauma and emergency ( Pediatrics)
All India Institute of Medical sciences, Jodhpur , Rajasthan, India
Simulation-based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally orientated and efficient manner.1 As an educational strategy, simulation provides the opportunity for learning that is both immersive and experiential. Simulation ‘is a technique to replace or amplify real-patient experiences with guided experiences, with need based scenarios, that evokes or replicates substantial aspects of the real world in a fully interactive manner.2
AIIMS Jodhpur is one the novice institute of national importance in India. Pediatric emergency has begun 18 months back. To establish the standard of care we incorporated simulation in teaching program. So hereby sharing the experience of simulation done over past one year.
Aim: To describe to simulation experience over last 1 year ( February 2018-January 2019) at AIIMS Jodhpur, Rajasthan, India.
Methodology: Description of simulations done at AIIMS Jodhpur, Rajasthan, India.
Results: Over past 1 year, we have performed 15 simulation scenarios. This scenarios has been performed in in situ in emergency, Pediatric critical care and in sim-lab. Postgraduates, senior registrar and nursing staff were participants in most of the scenarios. The description and themes are described in table 1 & 2 respectively.
1. Resources- at the beginning we didn’t had any mannequin to do simulations, so we have to procure them from other departments. There was no dedicated space to do simulation so we began doing it in situ. There was only 2 person trained in Simulation so it was very challenging to create, run and plan the scenarios.
2. Acceptance by participants- It was not taken well initially, but as we proceeded keeping participant’s psychological safety in mind and creating safe environment, which lead to great response.
3. Debriefing – As we were the beginners, we found debriefing the participant challenging but with our mentors guidance we made improvement.
Discussion: SIMULS 3 has acquainted us with simulation at CMC Vellore in 2018. Initially we had used basic mannequins for simulation and in mean time; we procured Pediasim, which is high tech pediatric simulator. We had great learning experience with the simulation methods in past one year. Initially we began with need assessment of our system and initially focussed on common problems encountered in emergency and ICU. We had performed simulation for all common emergencies such as septic shock, arrhythmias, diabetic ketoacidosis, high quality CPR etc. Student and nursing staff accepted this method enthusiastically and had great feedback. We could not objectively assessed the impact of simulation on knowledge, skill retention or patient outcome, but we have observed the changes in the system and practices of participants.
Conclusion: Simulation is great tool especially for the beginners to learn the skills and integrate in daily practice. We faced many challenges including space for simulation, mannequins and in debriefing the scenarios. Objective assessment is required to measure the impact of simulations and to find further scope of improvement.