Post on 14-Dec-2015
Development of Interdisciplinary Simulations that Promote Vertical and Horizontal
Integration in Undergraduate Medical Education
University of Central Florida College of MedicineLaurel Gorman PhD
Assistant Professor of PharmacologyDavid Harris, PhD
Assistant Professor of Physiology
Drexel University College of MedicineKathy Ryan, MD
Director of Medical Simulation
Interdisciplinary vs Interprofessional
Interdisciplinary – Involving two or more academic, scientific, artistic areas of knowledge
eg. Learning physiology with biochemistry
Interprofessional --- two or more professions in health and social care learn together
eg. Medical students, nursing students, social workers
HFMS: Tool for vertical & horizontal integration
• What do we mean by integration?
• Why do we integrate?
• How is it done? The UCF COM as example
M2
syst
ems
begi
ns Cardio-Pulmonary
M2
endsHFMS: UCF Preclinical Curricular Scheme
Microbiology, immunologyantiinfective pharmacology
Septic Shock
Cardiogenic Shock
Asthma COPD Pneumonia
Renal Failure /HF
NeuroSIM
EndocrineReproductive
HFMS HE HFMS HF HFMS COPD HFMS DKA
Renal/ GI Muscle-Skeletal
Brain Behavior
M2
HFM
SM
1 be
gins M
1 begins
Ideal scenario integrates multiple basic sciences mimics real world
Create/Design
EvaluateAnalyze
ApplyUnderstandRemember
Beginning M1 learner
Completing preclinical –M2 learner preparing for clerkship
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Ideal Design Scaffolds Experience
Heat exhaustion
Heart Failure
COPD
Diabetic ketoacidosis
0
1
2
3
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5
6
AnatomyPhysiologyPharmacologyPathologyClincial
Basic Sciences Integrated UCF COM HFMS: Cognitive Level M1
Septic Shock
Cardiogenic Shock
Asthma
COPD
/Pneumonia
Heart/Renal Failure
NeuroSim
0
1
2
3
4
5
6
MicrobiologyPhysiologyPharmacologyPathologyClincial
Cogn
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Lev
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Basic Sciences Integrated UCF COM HFMS: Cognitive Level M2
• Develop Learning Objectives– This should direct everything: materials, fidelity,
evaluation
• Think About The Number of Learners– This will affect scheduling, traffic flow, resources
• Think About Time– It will take longer to develop a simulation scenario
than to prepare a lecture– How to fit the simulation into class/rotation time
Where Does One Start??
• Orientation to the exercise
• Running the simulation
• Debriefing-time allotted should be at least as long or longer than running the simulation
Three Phases of Running a Simulation
Workshop activity
1. Identify target audience (1st years, 2nd years etc)
2. How to fit it into a curriculum? (what gets dropped to make room?)
3. Design a scenario.a. Interdisciplinary objectiveb. Environment of simulationc. SIM personneld. Case narrative, patient info, labse. Debriefing topics