G I P P S L A N D M E D I C A L S C H O O L
S E C O N D A N N U A L M E D I C A L E D U C A T I O N
S Y M P O S I U M
“ S i m u l a t i o n - B a s e d E d u c a t i o n i n M e d i c a l a n d
H e a l t h P r o f e s s i o n a l E d u c a t i o n ”
16-3-10

G I P P S L A N D M E D I C A L S C H O O L
S E C O N D A N N U A L M E D I C A L E D U C A T I O N
S Y M P O S I U M
“ S i m u l a t i o n - B a s e d E d u c a t i o n i n M e d i c a l a n d
H e a l t h P r o f e s s i o n a l E d u c a t i o n ”
0830 – 0900 Coffee and registration
0900 – 0905 Welcome to
Gippsland campus
Venue
Rooms 152 and 153,
Level 1,
Building 3W
Title of Presentation
Professor Chris Browne
Head of School, Gippsland Medical
School
Professor Helen Bartlett
Pro Vice Chancellor and President
Gippsland Campus Monash University
0905 - 0915 Welcome; aims of meeting
0915 – 0930 Overview of Gippsland
Strategy
Professor Debra Nestel
Professor of Medical Education,
Gippsland Medical School, Monash
University
A/Professor David Campbell
Director, East Gippsland Regional
Clinical School, School of Rural Health
Monash University
0930 – 1000 Keynote address
1000 – 1030 Keynote address
The important role of simulation in personal learning planning
Managing the deteriorating patient in a simulated environment: Nursing students’ knowledge, skill, and situation awareness
Professor Harry Owen, Director,
Clinical Skills and Simulation Unit,
School of Medicine, Flinders University
Dr. Simon Cooper, Associate Professor
(Acute Care), Director of Research,
School of Nursing and Midwifery,
Monash University
1030 – 1100 Keynote address
1100 – 1130 Morning tea
Freefalling into virtual worlds: How to engage with new technology
The Hub and Courtyard
A/Professor Marcus Watson, Senior
Director, Skills Development Centre,
Queensland Health
16-3-10

1130 – 1300 Workshop rotation 1
1300 – 1345 Lunch
1345-1515 Workshop rotation 2
1515 – 1545 Afternoon tea
1545 – 1600
1600 - 1615
1615 – 1630
Venue Title of Presentation
The Hub and
Courtyard
Demonstration of MonSim
The Hub and Courtyard
“You work together, of course you train together – don’t you?”
To infinity and beyond
– the SimVan experience
Prolonged labour, midwives and obstetric medical staff changing culture through simulation
Ms. Phillipa Neads, Director, Skills
Development Centre, Queensland
Health
Ms. Leanne Rogers, Clinical Skills and
Simulation Unit, School of Medicine,
Flinders University
Ms. Pauline Lyon, Midwifery Educator,
Skills Development Centre,
Queensland Health
Professor Debra Nestel, Professor of
Medical Education, Gippsland Medical
School, Monash University
1630 1700 Closing of
Symposium
16-3-10

WORKSHOPS: FIRST ROTATION 1130 – 1300
Workshop Lead/s
1
LRC Room
3W108
3
Tutorial
Room 6
3W109
2
Tutorial rooms 4/5
Introduction to Simulated Patient Methodology
Ms. Sheryl Cardozo
Centre for Medical & Health Science Education
Monash University
This workshop will offer an introduction to using Simulated Patients in Health professional Education including scenario-writing and training.
11
The TradeGame
A/Professor Marcus Watson
Senior Director, Skills Development Centre, Queensland Health
The Trade Game is a cheap and fun approach to investigate Non-Technical Skills for groups of 15 to 120 people. The workshop will explore how games can be used to introduce behaviours of effective healthcare teams and explore debriefing methods.
Participants will play and debrief The Trade Game, then deconstruct the game to examine how games can effectively be included in their simulations courses. A copy of the game will be provided for participants.
11
4
Tutorial room 2
3W161
Designing a Simulated Case
Ms. Jennifer Keast
Senior Lecturer, Manager, Monash Simulation Network, Monash University
This workshop will explore a template that gives participants a framework around which to start developing cases for simulation. It will include a discussion on the framework and a small group activity.
11
Simulation in Obstetrics:
Ms. Pauline Lyon
Midwifery Educator, Skills Development Centre, Queensland Health
This workshop is geared towards asking the question 'why use simulation for staff development and training?'. It also provides a framework for setting up a simulation based course and would be equally useful for non obstetric educators/clinicians.
Maximum number of participants
11
16-3-10

5
Ward and
Sim Obs.
3W126/128
SimTools: A new simulation technology
Dr. Cyle Sprick, Ms. Leanne Rogers and Professor Harry Owen
Clinical Skills and Simulation Unit, School of Medicine, Flinders University
Standardised patients (SPs) and augmented patients (APs) are widely used for teaching and assessing interviewing and physical examination skills. Kneebone et al have developed a technique called augmented patients where “strap-on” body parts are added to an SP to allow invasive procedures to be performed on them. We are developing a set of emulated clinical devices for use with SPs or manikins to present realistic clinical signs such as pulse rate, blood pressure, oxygen saturation, blood glucose, temperature, auscultation sounds, ECG rhythm to the learner and allow high fidelity simulation of the deteriorating SP or AP. We can emulate any device that delivers information to the clinician via numbers, sounds, images, colour change, touch, etc. This allows standardised or augmented patient encounters to be more complete and facilitates acute condition changes for high fidelity simulation of the deteriorating patient.
This workshop is intended to introduce the concept of augmented patients with realistic clinical signs using SimTools. This technique can be used with actors
(standardised or augmented patients) to provide changing clinical signs or with manikins to provide additional features. This is a new technique with associated new equipment that is currently being evaluated for use during teaching and assessment in health professional education.
Some issues for discussion during the workshop include:
 Limitations of manikins, SPs, APs in health professional education.
 Integration of patient safety and communication skills into health professional education, and how best to teach them.
 How SimTools can increase the fidelity of SP encounters.
 How SPs and SimTools together enhance patient interaction.
 Use of SP teaching associates for assessment.
 Use of video for debriefing, reflection and assessment.
The workshop will begin with a brief introduction to clinical simulation using manikins and actors, and the challenges associated with each technique. SimTools will be described using video clips from our trials and demonstrated live to the group.
Several sets of SimTools will be made available for participants to try at the workshop. Suggested scenarios will be provided and participants will be encouraged to experience being both clinician and patient. A debriefing will be conducted near the end of the workshop to discuss the experience and share ideas and feedback.
9
16-3-10

6
Tutorial Rm
3 3W162
7
Tutorial room 1
3W160
11
Hit the Road or Eat my Dust: Mobile Clinical Simulation for the Australian Bush.
A/Professor Jennene Greenhill
Director, Flinders University Rural Clinical School, Coordinator, Masters of Clinical
Education, Associate Dean, Postgraduate Programs Flinders University, School of
Medicine
Flinders University Rural Clinical School developed and launched the Simvan in 2009.
The Simvan enables us to deliver clinical simulation across rural South Australia. This interactive workshop seeks to answer two challenging questions.
* What is the future for rural and remote clinical simulation?
* How can we deliver effective mobile clinical simulation in rural and remote areas?
During the session there will be several activities designed to contribute to a plan for development of a mobile clinical simulation network that can bring clinical education to rural and remote health services throughout Australia.
11
Workshop
1
Tutorial room 3
3W162
Simulation based education for teamwork
Brendan Flanagan FANZCA
Associate Professor Patient Safety
Monash University Faculty of Medicine, Nursing & Heath Sciences
Healthcare professionals do not function in isolation. People work together in small multidisciplinary groups for many aspects of patient care. However they are typically trained in separate disciplines and educational programmes, only coming together as a ‘team’ at the point of care - from a patient safety perspective this is staggering.
Simulation learning environments have demonstrated promising potential in terms of exploring and practicing notions of teamwork in healthcare, with mannequin-based modalities providing particular advantages in relation to teamwork in dynamically evolving situations.
This workshop will use games and videos to illustrate some techniques used to practice and explore teamwork based on over a decade of experience at the Southern
Health Simulation Centre in Melbourne.
WORKSHOPS: SECOND ROTATION 1345 - 1515
Lead/s
Title Maximum number of participants
11
After the Scenario: Feedback in Simulation-Based Education
Dr. Margaret Bearman
Senior Lecturer, Centre of Medical and Health Sciences Education, Monash University
This workshop will introduce feedback theories and practices, including general principles of ‘good’ feedback, applied to simulation environments.
16-3-10

2
Tutorial
Rooms 4/5
3
Tutorial room 1
3W160
9
Teaching and Learning Communication Skills with Simulated Patients
Ms Margo Collins, Manager of Simulated Patient Program,
Dr Ruth Sutherland, Coordinator, Introduction to Clinical Medicine
Dr Robyn Woodward-Kron, Coordinator, Clinical Communication and Learning
Development Program,
University of Melbourne
This workshop is a practical session in which participants will learn about using simulated patients to enhance the quality of learning in communication skills sessions. The workshop will commence with an outline of the teaching settings in which simulated patients are typically used in medical education as well as the benefits. This will be followed by an example of using a simulated patient in a ‘fishbowl’ tutorial setting in undergraduate medical education, including tips on how to run a session of this kind. Participants will have the opportunity to participate in a role play with a simulated patient. The other example to be presented of teaching and learning communication with a simulated patient is Objective Structured Clinical
Examination (OSCE) practice role plays in International Medical Graduate communication skills training. While the examples presented are from medical education, the discussion will address how the principles and strategies for using simulated patients in communication skills training can be adapted to other health professional disciplines.
11
4
Tutorial
Room 6
3W109
Technology Enhanced Learning for Medical Education
Mr. Niall Higgins, Nurse Educator
Queensland Health Skills Development Centre
My workshop will be designed to follow on from the simulation experience with a view to consolidating this experience with previous preparation for exams. I will introduce a method of gauging how well you are preparing for particular topics using the SOLO taxonomy (Structured and Observed Learning Outcomes) and how it is linked with the Novice-Expert model. In addition many exam candidates may be located some distance from their peers who are preparing for the same exam and videoconferencing may be used to form successful groups for study purposes by using
SOLO as a framework for topic discussion.
(REPEATED) 11
Designing a Simulated Case
Ms. Jennifer Keast
Senior Lecturer, Manager, Monash Simulation Network
This workshop will explore a template that gives participants a framework around which to start developing cases for simulation. It will include a discussion on the framework and a small group activity.
16-3-10

5
Ward & Sim
Obs. 3W126
6
Tutorial Rm
2 3W161
(REPEATED)
SimTools: A new simulation technology
Dr. Cyle Sprick, Ms. Leanne Rogers and Professor Harry Owen
Clinical Skills and Simulation Unit, School of Medicine, Flinders University
Standardised patients (SPs) and augmented patients (APs) are widely used for teaching and assessing interviewing and physical examination skills. Kneebone et al have developed a technique called augmented patients where “strap-on” body parts are added to an SP to allow invasive procedures to be performed on them. We are developing a set of emulated clinical devices for use with SPs or manikins to present realistic clinical signs such as pulse rate, blood pressure, oxygen saturation, blood glucose, temperature, auscultation sounds, ECG rhythm to the learner and allow high fidelity simulation of the deteriorating SP or AP.We can emulate any device that delivers information to the clinician via numbers, sounds, images, colour change, touch, etc. This allows standardised or augmented patient encounters to be more complete and facilitates acute condition changes for high fidelity simulation of the deteriorating patient.
This workshop is intended to introduce the concept of augmented patients with realistic clinical signs using SimTools. This technique can be used with actors
(standardised or augmented patients) to provide changing clinical signs or with manikins to provide additional features. This is a new technique with associated new equipment that is currently being evaluated for use during teaching and assessment in health professional education.
Some issues for discussion during the workshop include:
 Limitations of manikins, SPs, APs in health professional education.
 Integration of patient safety and communication skills into health professional education, and how best to teach them.
 How SimTools can increase the fidelity of SP encounters.
 How SPs and SimTools together enhance patient interaction.
 Use of SP teaching associates for assessment.
 Use of video for debriefing, reflection and assessment.
The workshop will begin with a brief introduction to clinical simulation using manikins and actors, and the challenges associated with each technique. SimTools will be described using video clips from our trials and demonstrated live to the group.
Several sets of SimTools will be made available for participants to try at the workshop. Suggested scenarios will be provided and participants will be encouraged to experience being both clinician and patient. A debriefing will be conducted near the end of the workshop to discuss the experience and share ideas and feedback.
9
10
Performance in Simulated Patient Methodology
Professor Peter Snow
School of English, Communications & Performance Studies, Monash University
Dr. Cathy Haigh
Senior Lecturer, Gippsland Regional Clinical School, Monash University
In this workshop we will explore the study of performance and how this specialised body of knowledge can inform simulated patient methodology. The session will be led by Professor Peter Snow, Head of English, Communications and Performance Studies with Dr Cathy Haigh, Senior Lecturer, Gippsland Regional Clinical School as facilitator.
The workshop will resemble a 'master class' although participants will be gaining knowledge rather than developing skills
16-3-10

7
LRC 3W108
Walking the talk: Achieving interprofessional education through simulation
Ms. Phillipa Neads
Director, Queensland Skills Development Centre
Centre for Healthcare Improvement, Queensland Health
This workshop will present results from the evaluation of an inter professional learning project for undergraduate medical and nursing students undertaken by a partnership between University of Queensland and Queensland Health Skills
Development Centre.
There will be discussion with the workshop participants on:
 which elements of inter professional learning are working well currently
 where change is required
 how simulation can be used to help improve learning about inter professional practise followed by a practical interactive component developing some specific scenario examples that could be implemented with learners promptly.
11
16-3-10