▪ Develop the SBE format and conceptual framework based on the needs assessment, resources available, learning objectives, the targeted learners, and the type of assessment or evaluation method. ▪ Select the appropriate modality or platform which includes simulated clinical immersion, in situ simulation, computer- assisted simulation, virtual reality, procedural simulation, and/ or hybrid simulation using standardized patients, manikins, haptic devices, avatars, and partial task trainers as available. ▪ All simulations should include a starting point, structured learner activities, and an endpoint. ● The start point represents the patient’s initial circumstances or situation when the learners begin engaging in the SBE. ● The endpoint represents the stage at which the experience is expected to end; usually, when desired learning outcomes have been demonstrated, time is exhausted or when the scenario can no longer proceed. ▪ Design the scenario/ case/ activity to include a situation or backstory to provide a realistic starting point from which the structured activity begins, and a script to enhance consistency, standardization and to increase scenario repeatability/reliability. This is especially important when the activity will be used with groups of learners. ▪ Clinical progression and cues provide a framework for the advancing of the clinical case or scenario in response to learner actions. ▪ Cues should be linked to performance measures and used to refocus learners when they stray from the intended objectives. ▪ Cues can be delivered in a variety of ways, including verbally, visually or through an embedded participant. ▪ Identify critical actions/performance measures that are required to evaluate achievement of scenario objectives. ▪ Follow the HSSOBPTM Facilitation standard. ▪ Design the simulation through attention to physical, conceptual, and psychological aspects of fidelity that can contribute to attaining objectives. ▪ Represent stimuli and cues that would typically be present to drive decision-making and action from the perspective of the learners. ● Physical (or environmental) fidelity relates to how
Build the simulation-based experience to align the modality with the objectives.
Design a scenario, case, or activity to provide the context for the simulation-based experience that ensures the quality and validity of the content and supports the objectives and expected outcomes.
Use various types of fidelity to create the required perception of realism.
realistically the physical context of the simulation-based activity compares to the actual environment in which the situation would occur in real life. Includes such factors as the patient(s), simulator/manikin, standardized patient, environment, equipment, embedded actors, and related props.
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