Scientific Committee SIMMED22
Rita Erica Fioravanzo
Why should simulation become a fundamental tool for the training of health professionals?Simulation allows the student’s mind to learn the technical skills of the profession in a unique and extremely advantageous way for both the cognitive system and the memory system. Simulation learning works as a “cognitive vaccine” and, like the vaccine, creates an immunological memory that, upon contact with an antigen, “remembers” the previous contact it had through the vaccine and is therefore capable of react more quickly and effectively, so the simulation creates a Simulated Memory of the clinical act that the brain can use immediately and efficiently in the real situation.
Specialist in Clinical Psychology and Psychotherapy, in Psychotraumatology and Traumatherapy with a doctorate from the Univ. of Ulm on empirical research applied to the evaluation of results in psychotherapy. President and Scientific Director of the European Institute of Psychotraumatology and Stress Management (IEP). Director of two master’s degrees, professor at the Sant’Anna School of Higher Studies in Pisa, at the University of Urbino and at numerous specialized university schools.
For more information, visit www.psicotraumatologia.org.
As the former president of SESAM, what is the state of simulation in Europe?Simulation has the potential to facilitate the delivery of safe, patient-centered care by competent and confident healthcare professionals. To make this vision a reality, we need to create a sustainable interprofessional community across Europe that strives to advance knowledge, improve quality and promote access to health simulation. To achieve this, each health organization must be supported in the development of a local simulation infrastructure. Unfortunately, there are still many healthcare facilities across Europe that lack simulation capabilities. It is our duty, as a European simulation community, to support and guide them to achieve this goal.
Pediatric ICU Specialist at Bristol Children’s Hospital. Since 2004 he has been actively involved in simulation training and leadership at institutional, regional, national and international levels. His goal has always been to create local and sustainable simulation infrastructures that improve patient safety and quality of care. All of this through the integration of multidisciplinary interprofessional simulation initiatives at undergraduate and postgraduate levels focused on optimizing the performance of health professionals, as well as the teams and systems in which they work.
The best abstracts
Use of open digital resources in the participatory design of simulation: the case of 118 PiacenzaF. Monaco
The use of open source resources for teaching and training in simulation has made it possible to facilitate the design, production and delivery processes of a bootstrap website that includes the demonstration of scenarios that can be created with panoramic photographs of ambulances, medical cars and the decontamination cabinet of NBCR tunnel. The photos were taken at garage 118 in Piacenza, which gave permission to license the photos as creative commons. The site https://vr118pc.github.io/ allows you to view, download and reuse all the images. Useful as a kit for teachers and trainers, the material was used for the experimental design of e-Learning modules by higher education students in the Critical Area of the Department of Medicine and Surgery of the University of Parma, but also on the occasion of the Night of the Investigators. The use of plugin for virtual tours allows you to design and create digital simulation scenarios with minimal technical knowledge.
MR STEVE: Mixed Reality Simulator for Trauma ManagementM. Coduri, E. Grasso, A. Calandrino, M. Chessa, M. Casadio, S. Ricci
Trauma is a common emergency that requires immediate attention, so proper training is essential. One possible way to train and assess the skills of health professionals involved in trauma management is the use of simulators, which provide a realistic experience in a controlled and repeatable way. In recent years, technologies such as Virtual Reality (VR) have sparked increased interest in medical education; however, one of its main limitations is the lack of realistic haptic feedback that can affect learning. To overcome this limit we have implemented MR STEVE (Mixed Reality Simulator of Traumatic EVEnts), a system that combines a high fidelity manikin, a VR setup, an application usable both from a monitor and using the VR viewer and sensors to assess in real-time student performance. The real and virtual worlds overlap so that the student can operate on the manikin immersed in a realistic scenario.
“Soft-skills: What’s up”. Learn by playingM. Bernardini, A. Zamboni
The idea for the course was born from a three-way conversation with Michela Bernardini and Marina De’ Medici (Trainers at SIMNOVA, Novara).
The theme: Soft-skills, (or CRM-skills… but also Non-Technical skills). Many acronyms to say that not only what you do counts, but also how you do it and the thoughts (mental patterns and personal attitudes) that guide our actions are just as important.
Especially for those who work in a team.
Our goals for the day were
- to introduce participants to observing “team behavior” through simple activities;
- requesting a discussion after the activity (debriefing) to guide them appropriately.
The participants (really many participants!) came from different clinical realities and with different levels of experience.
Soft skills (or non-technical skills) are not “natural” skills! We can all train ourselves to put these cognitive and relational skills into practice with dedicated training.