Presentation on theme: "Washington State University College of Veterinary Medicine Clinical and Technical Skills Simulation Center."— Presentation transcript:
Washington State University College of Veterinary Medicine Clinical and Technical Skills Simulation Center
Disclaimer This proposal is a result of conversations within WSU and within and outside of the profession. Credit for ideas presented here includes, but is not limited to: WSU DVM candidates, WSU faculty (Drs. Fransson, Ragle, Farnsworth, Campbell, Nelson, Dernell, Hines, Slinker, Barrington, Gay, Parish, DeBowes, Keegan...) and house officers (Marsh, Lund, Lutter, Kennedy, Might, Ackerman, Gablehouse, and many others.) Staff members like Daniel Haley, Rachel Jensen, Lethea Russell, all of anesthesia, and CIS, Influential educational researchers and clinicians outside of WSU (Sarah Baillie, Emma Reed, Kent Hecker, the many participants at INVEST) and the list goes on!
the challenges Student and employer expectations Decreased VTH caseload Increased student numbers Limited faculty time Graduates needing to have “life long learning” skills
How would we benefit from a clinical and technical skills center? Provide an educational environment for the benefit of veterinary students, house officers, and staff trainees. Encourage innovation in veterinary medical education. Develop and implement research related to technical and clinical skill proficiency. – Encourage collaborative educational program development and research projects to enhance our training program. – Advance understanding of the benefit of simulation for the practice of veterinary medicine. Provide facilities and staffing for formative and summative assessment events. Contribute to integrated learning efforts.
Rationale Surgical Skills Equivalent or Superior to Live Animal Laboratories. – Carpenter, et al. Vet Surg 20:373–378, – Greenfield, et al. JAVMA 206:1840–1845, – Griffon, et al, Vet Surg 29:309–316, Core Component of Human Anesthesia Training WSU College of Nursing Future Availability of Live & Cadaveric Materials?
Research/Scholarship “…students who learned the CLINICAL topic via the simulation outperformed students who learned by traditional lecture.” “…students who learned the CLINICAL topic via the simulation outperformed students who learned by traditional lecture.” American Association of Respiratory Care
Open Skills Lab Influence on OHE time (data courtesy of SSRG1) Jr Sx spay closure time (min) – Class – Class – Class * (p<0.02) Jr Sx spay total time (min) – Class – Class – Class * (p<0.02) Open Lab attendance and applied Anatomy associated With faster times
What Simulation/Clinical Skills Elements Exist? Colorado State Cornell Michigan State-MSU Med School Ross University University of Calgary UC Davis University of Illinois Nearly every UK school
Open Skills Lab Influence on OHE time (data courtesy of SSRG) Jr Sx spay closure time (min) – Class – Class – Class * (p<0.02) Jr Sx spay total time (min) – Class – Class – Class * (p<0.02) Open Lab attendance and applied Anatomy associated With faster times
From instrument handling
We don’t have to reinvent the wheel Nursing Campuses Other CVM’s Already interested faculty Teaching Academy Initiative
WSU Pilot: Current space Fall 2012 WSU Open Skills Lab
What would ours look like? Remodeled McCoy Radiology area Multiple formats are possible
Simplest Structural renovations to the space Purchase some new and rebuilt equipment to provide spaces for students to work independently on simple models and cadavers (Along the lines of what is currently called the “Open Skills Lab” that happens twice a week) New space is needed to accommodate expansion of LA junior surgery needs with the addition of the USU students
Resources Development of simple models Building and maintaining supply of simple models Assessing impact and effectiveness of models Allocating time for using resources (avoiding free-for-alls and “play time”)
More Advanced Technical and clinical skills area Simulation area (Pratt Lounge and mock OR in Radiology renovation) Simple and advanced models for clinical and technical skill training Haptic technology
Assistant professor of emergency and critical care Daniel Fletcher has led the creation of the simulation vet care center at Cornell University
SimMan® Mannequins SimMan® is a portable and advanced patient simulator for team training. With realistic anatomy and clinical functionality, SimMan® provides simulation-based education to challenge and test students’ clinical and decision-making skills during realistic patient care scenarios. The interactive, technologically advanced mannequin includes well-proven software allowing learners to practice the emergency treatment of patients.
Haptics Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare: October Volume 5 - Issue 5 - pp
Resources Specialty knowledge – Technology – Use of simulation – Educational methodology Constant presence in lab area during open times Continued development of technologies, implementation, etc Careful evaluation of impact/efficacy/effectiveness
Investment $250,000 estimated for renovations Equipment costs vary depending on extent of program development ($250,000 estimated for “More Advanced” set-up) Right people in place to build relationships will influence financial and resource costs
Leadership and Management Structure Will need to be determined Simple could be done under existing CIS structure with additional help More Advanced requires a new model This may be our most critical decision
Invitation McCoy Radiology will be open for viewing during work day for next week Ideas or suggestions to RK or JC Surgical sink requests Other equipment requests and ideas Funding/granting ideas/contributions