High-fidelity clinical simulation (HFCS)

Synopsis

During a high-fidelity clinical simulation activity, the facilitator plays a key role in supporting participants throughout the session. The facilitator promotes optimal learning in a stimulating environment that ensures the psychological safety of all participants.

The aim of this training course is to familiarize future facilitators with the different stages of a high-fidelity simulation session (welcome-briefing-simulation-briefing), and to link the underlying learning foundations to them.

Since debriefing is a recognized pedagogical tool for promoting clinical judgment and knowledge transfer, a large part of the training will focus on the principles of debriefing in clinical simulation, in order to develop the skills needed to conduct a debriefing session while adhering to established best practice standards.

Training objectives for the participant

• Refer to a model for conceptualizing the pedagogical method in high-fidelity clinical simulation (HFCS);
• Know and apply practices that promote learning in HFCS;
• Understand the theoretical underpinnings of reflective learning/teaching through debriefing in HFCS activities;
• Designing cognitive companionship, the role of the facilitator during simulation/debriefing sessions;
• Know and apply a structuring debriefing model that guides and encourages the development and consolidation of learning;
• Understand the different feedback methods that support learning development;
• Conduct a debriefing using structures and methods that encourage the co-construction of learning;
• Evaluate the progress of a debriefing by engaging in professional reflexivity;
• Take a critical, constructive look at best practices for debriefing in SCHF situations.

Activity sequence

• Approx. 1h pre-reading (day before training session)
• Welcome and introduction
  • Presentation of training objectives
  • Participants’ expectations
• Understanding the pedagogical benefits of using high-fidelity simulation for both professionals and learners.
• Simulation: presentation of the pedagogical method and how it is applied
• Briefing and debriefing
  • Definitions and models
  • Stages and structure of a simulation session
  • Co-constructing learning: the role of the facilitator
  • Tools to help test and evaluate the correct start-up of debriefing activities
• Experiment
  • Application of a simulation session including briefing and debriefing
  • Debriefing of debriefers and evaluation of the debriefing process
• Conclusion of the day
  • Learning to consolidate
  • Other tools to help you adopt the teaching method and support debriefing activities
  • Networking / simulation community of practice
  • Evaluation of the training day

Learning assessment methods

At the end of the day, participants will take part in a short evaluation consisting of multiple-choice and/or short-answer questions. Attendance at the activity, as well as successful completion of the learning assessment and a satisfaction questionnaire, will lead to recognition of eight (8) hours of continuing education, as well as a training certificate accredited by SOFEDUC.

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