Welcome To NeuroSim

Welcome to NeuroSim
Barbara Stanley FRCA
Consultant Anaesthetist Brighton and Sussex
University Hospitals NHS Trust
Welcome to NeuroSim WSHFT www.theneurosim.com

General
• Housekeeping
• Lunch
• Certificates
• Questionnaire

Faculty Introduction
• Dr Barbara Stanley – Consultant Anaesthetist Brighton and Sussex
University Hospital NHS Trust (Course Director)
• Dr Paul Whitney – Consultant Anaesthetist Brighton and Sussex University
Hospital NHS Trust
• Dr Carmen Lopez – Senior Anaesthetic Fellow King’s College Hospital NHS
Trust
• Mr Sorin Buccur– Consultant Neurosurgeon Brighton and Sussex
University Hospital NHS Trust
• Mr Mihai Dancuit – Senior Neurosurgical Fellow Brighton and Sussex
University Hospital NHS Trust
• Mr Peter Foster – Senior ODP Brighton and Sussex University Hospital NHS
Trust

#NeuroSim

Why Simulation in Healthcare
Two Perspectives:
Patient Safety Educational

Medicine: A High-Risk Industry
• Harvard Medical Practice Study (NEJM 1991;324:370-6)
identified a ‘adverse event’ rate of 3.7% and 27.6% of
these due to negligence
• 1999 Institute of Medicine (IOM)report, To Err is
Human - estimated that 44 000–98 000 preventable
deaths occur each year in the USA due to medical error
• Vincent (BMJ 2001;322:517) NHS ~11% error rate with 50%
preventable
– ~50,000 patients pa die from medical error or accident.
Litigation cost £44billion
• 2009 Data from the National Reporting and Learning
System for England and Wales suggests that of the
850,000 or so incidents reported annually.. around
3,500 involve death (2011 Health Foundation Evidence Scan:
Levels of Harm)

Types of Error
(2011 Health Foundation Evidence Scan: Levels of Harm)
• Human factors:
– Inadequate training
– Variations in healthcare provider training and experience
• Clinical Complexity
– using complex technologies and multiple medications
– high risk environments such as intensive care
• System Failures
– poor communication and unclear lines of authority
between physicians, nurses and other healthcare
professionals

IOM Recommendations
Kohn LT, et al Institute of Medicine. ‘To err is human:building a safer health system’.
Washington D.C. The National AcademiesPress; 1999.
(Organizations) should also establish
interdisciplinary team training programs—
including the use of simulation for trainees and
experienced practitioners for personnel in areas
such as the emergency department, intensive
care unit, and operating room

Educational Perspective
Malcolm Knowles 1970
•Adults are internally motivated and
self-directed
•Adults bring life experiences and
knowledge to learning experiences
•Adults are goal oriented
•Adults are relevancy oriented
•Adults are practical
•Adult learners like to be respected
David Kolb 1984: "the process
whereby knowledge is created
through the transformation of
experience. Knowledge results from
the combination of grasping and
transforming experience."

Kolb, Honey & Mumford and
The NeuroSim

The Evidence for Simulation
• “Compared with traditional interactive seminars, simulation-
based training leads to improved performance in patient care
by senior trainees in anesthesiology” Simulation-based Training
Improves Physicians’ Performance in Patient Care in High-stakes Clinical Setting of
Cardiac Surgery Anesthesiology 2010; 112:985–92
• Several studies support the use of simulation to impart
knowledge and skills at the provider level, with observational
evidence suggesting superiority to traditional or problem-
based learning [12,13].
• Studies evaluating simulated clinical performance have
consistently demonstrated improvement after simulation
training [14,15] Does training with human patient simulation translate to
improved patient safety and outcome? Curr Opin Anesthesiol 2013, 26:159–163

“Tell me and I’ll forget, show me and I may
remember, involve me and I’ll understand.”
Chinese Proverb

The Evidence for NeuroSim

Aims and Objectives
• Guaranteed exposure to core topics of the
curriculum in a immersive environment (short module
time/ lack of exposure to complications, motivation, concrete experience)
• Exploration of basic science knowledge and clinical
practice issues with peers and faculty and link this to
the experience of the scenario (Kolb’s experiential learning)
• Understand how these principles apply to patient
management outside neuroanaesthesia (safety and
expansion knowledge constructs. Links with adaptive expertise)
• Explore decision-making processes and behaviours
(safety, communication, CRM)
• Actively engage in debrief and discussion in a
constructive way (Kolb – reflection/theorise, feedback and safety)

Enjoy!!

Welcome To NeuroSim

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Welcome To NeuroSim

Ähnlich wie Welcome To NeuroSim (20)

Mehr von Barbara Stanley

Mehr von Barbara Stanley (9)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Welcome To NeuroSim