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Workshop Descriptions

Advanced Curriculum Development for Simulation - Developing a Mastery Learning Curriculum

The development of curriculum grounded in mastery learning ensures all healthcare providers can deliver a high level of patient care. In this workshop, we describe how to apply the seven features of mastery learning to the classical Kern six-step model for healthcare provider curriculum development to develop mastery learning curricula. Participants will work through specific steps of curriculum development for mastery learning.

Learning Objectives

  • Identify the seven essential elements of Mastery Learning.
  • Analyze how integration of mastery learning impacts the six steps of curriculum development.
  • Apply the concepts of curriculum design and mastery learning to modify an existing curriculum.

Debriefing Resuscitation Teams

The management of acutely ill patients represents a unique domain since performance guidelines often govern patient management or taskwork, and gaining expertise requires deliberate practice. Simulation educators must identify and prioritize aspects of teamwork that support attainment of critical taskwork of basic and advanced life support, which represents a unique skill set. Often debriefings artificially separate discussions of taskwork and teamwork despite their interrelated nature. Through video review and discussion, this workshop will explore a blended approach to debriefing resuscitation teams.

Learning Objectives

  • Identify high-yield targets for debriefing resuscitation teams.
  • Outline blended approaches to debriefing to promote team success.

Let’s Talk About Telephone Talk

Clinicians spend a significant portion of their work day on the telephone in the service of patient care. They speak with other healthcare professionals to coordinate patient care among interprofessional and multidisciplinary distributed teams, seek and give advice about patient management, and transition care from one team to another. Although these conversations make up a substantive portion of the workplace curriculum, talk is seldom the focus of healthcare training.

This workshop will take the concrete example of work-related telephone conversations to discuss its potential for learning, teaching and assessment. We will use a combination of brief, interactive didactics and small group activities with simulated telephone conversations to help participants talk and think about telephone talk.

Learning Objectives

  • Describe how workplace telephone conversations provide a snapshot of learners’ developmental trajectory.
  • Identify how they can use telephone conversations for learning, teaching and assessment.