Update on Healthcare Modeling and Simulation Certificate Program Quinn Kennedy PhD, CDR Joe Sullivan PhD, & Wendy Walsh 831-656-7582 http://movesinstitute.org
Overview What is healthcare simulation and why is important? The players Program objectives and curriculum Who are our target students Progress report 2
What is Healthcare Simulation? It s virtual environments for service members and healthcare professionals: Online communities for veteran and family support Providing opportunities for training PTSD diagnosis using avatars Avatars as virtual therapists and professionals PTSD help and treatment options via telemedicine 3
What is Healthcare Simulation? It s full-size, fully-instrumented mannequins: Recreate high-risk scenarios Practice environment for TeamSTEPPS Replacing live animal testing Replay of negative-outcome events 4
What is Healthcare Simulation? It s large-scale immersive environments Highly complex scenarios Stress inoculation Extended scenarios: contact through recovery 5
What is Healthcare Simulation? It s part-task trainers: Individual and group skills training Task-specific proficiency and currency Allows recreation of high-value training events Increasingly similar to operational environment 6
What is Healthcare Simulation? It s standardized patients and moulage Improving clinical skills Instrumented for replay and debrief Using avatars to replace patient actors Manpower-intensive 7
Why is it important? M&S in military healthcare training fills a crucial gap in training for military healthcare personnel. Allows learning and practice of battlefield trauma care skills when not in theater (Moses et al 2001). Estimates the benefit of new medical technology (vontersch et al 2009). I want to use simulation to drive a radically reformed education strategy to transform healthcare. ASD(HA) Dr. Jonathan Woodson 8
Why is it important? However, current M&S in military healthcare training has gaps: No organized program that verifies, validates, and accredits M&S used in medicine and healthcare (US Army and International Surgeon Generals 2009; Magee 2003; Pugh et al 2011). Need for greater emphasis on curriculum-driven development of healthcare simulation and training (Magee, RTO-MP-HFM-182). 9
In conjunction with the Uniformed Services University of the Health Sciences, we have created a certificate program in healthcare M&S to meet these needs. 10
The Players: USUHS The mission of the Uniformed Services University of the Health Sciences (USUHS): To train a unique cadre of military physicians who would practice medicine under a wide variety of conditions - including military field exercises. USUHS medical training expertise Healthcare M&S certificate program 11
The Players: MOVES/NPS The MOVES Institute s mission: To enhance the operational effectiveness of joint and allied forces by providing superior training and analysis products, education, and exemplary research in the expanding (i.e. medical and health sciences) fields of modeling and simulation. MOVES/NPS M&S training expertise Healthcare M&S certificate program 12
The Players: Telemedicine and Advanced Technology Research Center (TATRC) The Telemedicine & Advanced Technology Research Center (TATRC) performs medical reconnaissance and special operations to address critical gaps in DoD medical research programs. TATRC support for advances in medical training Healthcare M&S certificate program 13
Alignment of MOVES/USUHS Certificate Program with TATRC s Goals TATRC vision and goals Curriculum-aligned, metricsdriven assessment of skills. MOVES/USUHS certificate program Create an accredited curriculum in military healthcare M&S. Improve trauma training and reduce medical errors. Students learn how and which types of healthcare M&S can be used effectively to improve battlefield trauma via simulated exercises. Students learn how to scientifically assess the pros and cons of current and new healthcare technology and methods. 14
The Team USUHS medical expertise TATRC support for advances in medical training Healthcare M&S Certificate program MOVES M&S expertise 15
Program Objectives 1. Provide M&S education curriculum to DoD health services delivery personnel; 2. Collaborate with TATRC to conduct research on healthcare modeling and simulation projects; 3. Mutually identify and address M&S as well as HSI issues relevant to the health sciences; 4. Provide research and advisory support for the design, application and evaluation of medical M&S training for health care professionals. 16
Concept of Operations 1. Students will be healthcare professionals involved with oversight, planning and operations of healthcare simulation facilities and curricula. 2. 4 course certificate program granted by NPS that can provide CME/CEUs. 3. Primarily distance learning, asynchronous model. 4. Scholarly project as a capstone requirement. 5. Sharing of USUHS/NPS faculty and resources to deliver content, assess progress of learners and mentor candidates in research projects. 17
The Curriculum Four course curriculum: 1. Research Methods for Performance Assessment 2. Simulation and Training 3. Technology and Simulation in Healthcare Education 4. Management of Modeling and Simulation 18
Course 1: Research Methods for Performance Assessment Instructor: Dr. Quinn Kennedy Topics: Sampling and data collection methods Study design Hypothesis testing Ethics and responsible conduct of research/legal requirements (IRB s) Probability and Statistics Grant Writing 19
Course 2: Simulation and Training Instructor: Dr. Michael McCauley Topics: Human Information Processing Learning Theory and Educational Theory Instructional Systems Development Evaluation: Training Effectiveness Patient simulation: history and context Team STEPPS Advanced topics in scenario development, e.g., medical error, delivering bad news, equipment failure, ethical problems http://www.123rf.com/stock-photo/teaching.html 20
Course 3: Technology and Simulation in Healthcare Education Instructor: Dr. Kip Smith Topics: Debriefing and archiving Use, misuse, and disuse of automation Simple models, task trainers, patient mannequins Standardized patients role of the confederate Computer and web-based trainers, virtual and augmented reality EMS, operational and military medicine, disaster and contingency operations Using research to design the simulation lab 21
Course 4: Management of M&S Instructor: Dr. Rudy Darken Topics: Operating a simulation program Fundamentals of the DoD acquisition program Finance/Management of a simulation program Mission/Vision/Business Planning Legal/ Intellectual property rights http://www.google.com/imgres?imgurl=http://www.anesthesiology.uci.edu/ui/ 22
Who are the Healthcare Simulationists? 50% 45% 40% 43.5% Where they work n = 1100 35% Percentage 30% 25% 20% 15% 10% 5% 0% 19.4% 14.9% 1.4% 1.5% 1.8% 5.7% 0.4% 11.3% J. Loprieto (2012) Reporting Entity Currently, there are about 16 DOD simulation centers and 3 VA learning centers
Who are the Healthcare Simulationists? Percentage 60% 50% 40% 30% 20% Number of Simulation Instructors at each Simulation Centers 50.9% 23.3% 10% 8.6% 7.7% 5.2% 4.3% 0% <5 6-10 11-15 16-25 26-50 51+ # of Instructors J. Loprieto (2012)
Who are the Healthcare Simulationists? Percentage 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Their age 39.7% 32.3% 16.5% 8.8% 2.5% 0.3% 20s 30s 40s 50s 60s 70s Age Range J. Loprieto (2012)
Who are the Healthcare Simulationists? 60% of respondents had a nursing background. 66% of respondents had between 1-5 years of experience in the field. 72% described their primary role in healthcare as an educator. Only 5.9% of respondents had less than a bachelor s degree. 48% of respondents spent their time in simulation education, 24% in administration and 10% in research. Only 14% described their time spent as being technicians. J. Loprieto (2012)
Target Students Medical Simulation Directors Medical Simulation Instructors Simulation Policymakers Acquisition Personnel Graduate Medical and Nursing Education Directors Clinical Nurse Specialists in Anesthesia, Obstetrics and Critical Care CSTARS Instructors DMRTI Instructors Military-civilian Trauma Training Center Instructors All are currently involved in simulation instruction, but many lack formal education in the theory and practice of healthcare modeling and simulation. 27
Target Students: Their Motivation Certification of healthcare simulation instructors as qualified to teach is coming in late 2012. Certified instructors will be expected to have completed a course of study in healthcare simulation practices in order to sit for qualifying exam. Currently, no in-depth course is available. Our curriculum is well-poised to meet this need. http://www.fotosearch.com/photos-images/test-taking.html http://www.fotosearch.com/photos-images/test-taking.html 28
Progress Report Highlights Since last year, we have accomplished interinstitution cohesion: Monthly teleconferences between MOVES/NPS, USUHS, and TATRC personnel IMSH conference and dinner with MOVES/NPS and USUHS faculty and healthcare simulationists Visits to MOVES and USUHS visit of Dr. Charles Rice, USUHS President Each NPS faculty is paired with at least 1 USUHS healthcare simulationist 31
Progress Report Highlights MOVES/NPS faculty site visit to Stanford simulation centers. 32
Progress Report Highlights Other accomplishments: Curriculum approved by NPS Academic Council Sakai website developed Brochure Student enrollment has begun: 25 on waiting list Healthcare Modeling & Simulation Certificate A Collaborative Venture of the MOVES Institute and the Uniformed Services University of the Health Sciences 33
Summary Through this collaborative healthcare M&S program, we will address a critical gap in DoD healthcare programs that will aid health protection of our military personnel. http://www.militaryphotos.net/forums/showthread.php?167027 34
Contacts CDR Joe Sullivan jasullivan@nps.edu Directors Dr. Joe Loprieto Joe.Lopreiato@simcen.usuhs.edu Administrator Ms. Wendy Walsh wdwalsh@nps.edu 35