ePoster
Abstract Title | Leadership strategies to develop an undergraduate Clinical Simulation Center

Authors

  1. Soledad Armijo
  2. Patricia Muñoz
  3. Jorge Las Heras

Theme

Simulation and Simulated Patients

Category

Simulation

INSTITUTION

Facultad de Medicina, Universidad Diego Portales

Conclusion

 

 The use of known models of simulation and academic development, but specially the use of leadership strategies for the change has been useful to achieve multiple goals in a short time.

 

We define an  academic model of teaching based in the experience of a pilot program at fourth year of Medicine curriculum3.

 

Then, we developed a training program based in this experience. In our case, the teacher's training program has a high transference to the undergraduate programs (80% of all participants, 100% of teachers of nursing, 87% of teachers of medicine). 52% of the teachers involved in projects to be implemented during 2012. 20% of the teachers has been working only with low-fidelity  simulation, 12% only with high fidelity simulation and 68% with both.  

 

We could start the new clinical simulation center operations without affect the current curricular activities in medicine and nurse at 2010, and without delayed the 2011 academic year. The transference to students was high in both schools.

  

Figure 2: Change spiral: Increasing students and hours of training

 

 

Background

At Diego Portales University Medicine Faculty simulation based medical and nursing education was inserted in curriculum using low fidelity models and task training programs since 2002. High fidelity simulation has been used in medicine and nurse students since 2008, increasing progressively the presence in courses as a teaching and evaluation tool.

 

Since 2010, under the guidance of the dean starts the development project of a Clinical Simulation center to undergraduate students.

Summary of Work

  After an extensive literature search for models of successful curriculum management, project leaders decided to use leadership strategies of curriculum reform process at UCLA Medicine Scholl to achieve the realization of the project in functional time for institutional standards.

 

 

Figure 1: Four steps plan to curricular innovation - Leadership strategies

 

Take-home Messages

To develop a project creating, implementing and anchoring new approaches in the culture of any institution requiered extensive leadership. Our experience was positive for all the stakeholders, and allow us to fit our change process to institutional needs and timing.

Acknowledgement
Summary of Results

We designed a four step plan based on this 27 leadership lessons derived from their five-phase curriculum change process and Kotter’s Eight Leadership Steps1. One year later, we started the major curricular insertion in Medicine and Nursery schools, with broad acceptance and good results.

 

Table 1: Steps and Leadership strategies implementation 

 

 

 

References

 

  1. Leadership lessons from curricular change at the University of California, San Francisco, School of Medicine. Loeser H, O'Sullivan P, Irby DM. Acad Med. 2007 Apr;82(4):324-30.
  2. Simulation in Graduate Medical Education 2008: A Review for Emergency Medicine. McLaughlin S, Fitch MT, Goyal DG, Hayden E, Kauh CY, Laack TA, Nowicki T, Okuda Y, Palm K, Pozner CN, Vozenilek J, Wang E, Gordon JA; SAEM Technology in Medical Education Committee and the Simulation Interest GroupInterest Group. Acad Emerg Med. 2008 Nov;15(11):1117-29.
  3. Inserción Curricular de Simulación Clínica en la enseñanza de pregrado de Medicina. Armijo S, Rojas V, Hevia M, Espinoza L, Verdugo P, Bustos JP, Nissin R, Solis A, Vega E. Centro de Simulación Clínica, Facultad de Medicina UDP, Santiago, Chile. Segundo encuentro Europeo/latinoamericano de Simulación para el cuidado del paciente y Seguridad del paciente, Hospital Albert Einstein, Sao Paulo, Brasil, 4 al 6 de Noviembre de 2011
  4. The Use of Benner’s Framework in High-fidelity Simulation Faculty Development. The Bay Area Simulation Collaborative Model. K.T. Waxman, DNP, MBA, RN, CNLa, Connie L. Telles, DNP, RNC-OB, CNE. Clinical Simulation in Nursing (2009) 5, e231-e235.

3.   Inserción Curricular de Simulación Clínica en la enseñanza de pregrado de Medicina. Armijo S, Rojas V, Hevia M, Espinoza L, Verdugo P, Bustos JP, Nissin R, Solis A, Vega E. Centro de Simulación Clínica, Facultad de Medicina UDP, Santiago, Chile. Segundo encuentro Europeo/latinoamericano de Simulación para el cuidado del paciente y Seguridad del paciente, Hospital Albert Einstein, Sao Paulo, Brasil, 4 al 6 de Noviembre de 2011

 

 

 

4.   The Use of Benner’s Framework in High-fidelity Simulation Faculty Development. The Bay Area Simulation Collaborative Model. K.T. Waxman, DNP, MBA, RN, CNLa, Connie L. Telles, DNP, RNC-OB, CNE. Clinical Simulation in Nursing (2009) 5, e231-e235

Conclusion
Background
Summary of Work
Take-home Messages
Acknowledgement
Summary of Results
References
Send ePoster Link