1. Session 2

2. Objectives

Describe the essential components of
scenario design

Develop learning objectives that are
suitable for simulation

Build a basic scenario to address those
objectives

3. Learning
Objectives/
Competencies
Event sets/
Scenario
Task analysis
data
Skill inventory/
historical
performance data
Anatomy of a
Simulation
Synthetic/ immersive
environment
Performance
measures/dynamic
assessment
Feedback/
instructional strategy
Performance
diagnosis
Adapted from Jan
Cannon-Bowers 2005

4. Anatomy of a
Simulation
Learning
Objectives/
Competencies
Event sets/Scenario
Task analysis
data
Skill inventory/
historical
performance data
Scenario
Design
Feedback/
instructional
strategy
Synthetic/ immersive
environment
Performance
measures/
dynamic assessment
Performance
diagnosis
Adapted from Jan
Cannon-Bowers 2005

5. Scenario design
The design and implementation of a
partially scripted situation in which the
learner is challenged to (and has the
opportunity to) demonstrate the defined
objectives.

6. Tip #1

7. Tip #2

8. Learning objectives
Hint: use strong action verbs

SMART objectives
 Specific, measurable, appropriate, realisti
c, timebound

Centered around desired
observable behaviors

Achievable for the learner

10. Example Objectives
By the end of this simulation training, learners will be
able to:

demonstrate effective teamwork behaviors (ie.
communication, information exchange, mutual
support, leadership),

diagnose and manage a clinical condition,

correctly perform a skill (ie.insertion of central venous
catheter, correct placement of an advanced airway) ,

effectively counsel a “standardized patient” about his or
her prognosis, etc

11. Tip #3

12. Who are your learners?

Identify who and how many learners will
be involved in the simulation
 Impacts complexity of scenario
 Influences debriefing and assessment plans

13. What are the Elements of Scenario
Design ?

Tools

Environment

Script (Story)
 Patient “states”
 Learner actions
 Trigger events

Confederate roles and instructions

Facilitator instructions

14. Types (tools) of simulation

high fidelity (computerized full body
manikin)

task trainer for skills performance
mastery

“standardized patient” (learner
interacting with a trained actor)

hybrid (combination of these)

15. Environmental
considerations

setting

medical equipment

clinical forms

Props (moulage?)

16. The story…..

Credible

Beware of medical controversy unless this is the
purpose of the scenario

Don’t try to trick the learner

Who is your patient? What has happened to
him/her? When does the scenario start and
end?

What drives the story forward?

What distractions do you want to build in?

17. Important definitions
 “State”
 “Triggers”
 “Learner Actions”
 “Confederate”

18. Trigger events
Effective building of a scenario requires trigger
events.
A trigger event is a condition, action or event
within the scenario that
move the “patient” into a different state
This should push the learner toward a specific
action, decision or thought process

19. Confederate roles /instructions

Confederates should have a specific
purpose within the scenario

Confederates should keep learners on
track

Confederates should challenge learners in
areas relevant to learning objectives

Confederates don’t lie unless that’s the
objective (and why would it be?)

20. Facilitator instructions

Information necessary for another
instructor to run your scenario without
you

FAQs

Good questions for debriefing

Content that should be covered in
debriefing

21. Tip #4

22. Dry Run Objectives

Ensure that scenario progresses in a credible
way

Ensure that learner actions move the scenario
in the desired direction

Ensure that learner can achieve desired
objectives in the scenario

Try to identify possible deviations from
anticipated learner actions, and build in ways
to redirect learners

Refine scenario as necessary based on dry
run

23. Tip #5

24. Prebrief

Establish learning climate

Describe relevant features of simulator

Describe learning objectives or expectations

The Basic Assumption

The Fiction Contract

The Promise (Vegas)

Any information about the patient for the
learner(s) before the scenario begins

25. Tip #6

26. Sample case scenario
Title: Cardiac Arrest / PEA
Learning Objectives:
1.
Demonstrate effective teamwork behaviors in a code
situation
2.
Administer effective treatment to the patient in a cardiac
arrest
3.
Demonstrate the ability to do a critical analysis of the
underlying causes of the patients arrest
Case background: 52 yo man with schizophrenia admitted
from to general medicine from inpatient psych for evaluation
of shortness of breath. Nurse was going in to take
vitals, thought pt looked strange - called for help