Preconference Courses

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Mentor Program

Exhibitor Presentation Theaters
Education Management Solutions
3D Anatomy Simulation 
Sunday, January 11, 5:50pm-6:20pm

HGA Architects & Engineers
“Physician and Nursing Education: High Performance Learning Environments”, Monday, January 12, 11:30am-12:00pm

Mentice Presentation Theater “Trauma-Considerations for Building REBOA Course” Monday 12:10-12:40

OtoSim Inc.
Otoscopy and Opthamoscopy Training
Monday, 12:50pm-1:20pm


 IMSH 2015 logo

IMSH is Turning
15 in 2015!
The International Meeting for Simulation in Healthcare
Ernest N. Morial Convention Center
New Orleans, Louisiana USA

January 10-14, 2015

Register for a 4-hour preconference course for only $275!   

IMSH offers a variety of hands-on, preconference courses on: 
Saturday, January 10, 2015, 1:00 - 5:00pm
Sunday, January 11, 8:00 - 12:00pm

Saturday, January 12, 1:00-5:00pm

Developing and Implementing Simulation-based OSCE Stations

#10479 ASSESSMENT | Learner Level:  Basic
This course will actively engage participants in detailed discussion of the steps required to design and implement OSCE stations that employ simulations. Considerations will include development of scoring instruments for use in these assessments. Participants will plan and actually execute a small-scale OSCE, giving them practical, hands-on experience with these testing methods, which they can then use to implement simulation-based OSCE stations.
Learning Objectives
1.  Analyze the rationale, advantages, and disadvantages of using OSCEs in general, and simulation-based stations in particular, for clinical assessment.
2.  Implement the practical steps required to set up and execute OSCEs, with particular attention to stations employing mannequins and task trainers for testing clinical skills.
3.  Design scoring instruments that may be used in OSCE settings.
Course Director:  Ross J. Scalese, MD, FACP.  Faculty:  Angel Brotons, EMT-P; Luke Devine, MD, MHPE, FRCPC; Ivette Motola, MD, MPH, FACEP; Hector Rivera, MD.

How to Design an Integrated Simulation Scenario
#9498 CURRICULUM DESIGN & DEVELOPMENT|  Learner Level:  Advanced
This is a hand-on session of hybrid simulation scenario design. We will guide the participants to analyze the advantage and limitation for each simulation tool. In our section, the simulation tools embrace standardized patients, virtual patients and low or high fidelity manikin. The participants will have small group discussion to design an integrated simulation scenario by utilizing various tools which fit in their teaching goals.
Learning Objectives
1.  Recognize the strength and limitation for each simulation tool.
2.  Identifying the role of faculty to design scenario according to learning objectives.
3.  Learning and practicing the skill of design hybrid simulation scenarios which integrate each simulation tool.
Course Director:  Thomas Che-Wei Lin.  Faculty:  Zhiqiao Chen; Wen Cheng Huang, MD; Sabrina Koh; Geoffrey Miller; Paul Phrampus, MD; Jen-chieh Wu.

Are You Ready for the CHSE? CHSE Certification Preparation Course
#8759 FACULTY DEVELOPMENT | Learner Level:  Advanced
The goal of this course is to assist the learner in successfully obtaining Certified Healthcare Simulation Expert (CHSE) certification. The SSH Education Committee is providing this session in conjunction with the Certification Committee.
Learning Objectives
1.  List the components of the certification process.
2.  Identify individual strengths and weaknesses in regards to CHSE preparation.
3.  Develop a personal learning plan for successful obtainment of the CHSE certification.
Course Director:  Jason Zigmont, PhD, CHSE-A.  Faculty:  Donald Coerver; Wanda Goranson, MSN, RN-BC, CHSE.

Giving Feedback when You're Not at Your Best: Reframing Strategies for Tough Situations
#8701 FACULTY DEVELOPMENT | Learner Level:  Expert
Feedback techniques concentrate on maintaining curiosity and creating safety for the feedback receiver. The feedback provider is often  in a secure position. However, certain situations may threaten, challenge or create vulnerability for the feedback provider, such as providing feedback upwards in a hierarchy, across disciplines, or when provoked. During this course, participants will discuss and apply strategies for tough feedback encounters.
Learning Objectives
1.  Describe situations that create vulnerability for the feedback provider.
2.  Explain framework for applied self efficacy as a feedback provider.
3.  Apply techniques to make tough feedback conversations easier to handle.
Course Director:  Christine Park, MD.  Faculty:  Rebecca Minehart, MD; May Pian-Smith; Daniel Raemer, PhD; Pascal Scemama de Gialluly, MD, MBA; Marjorie Stiegler.

Transforming Faculty Development: Raising the Bar of Success
#9034 FACULTY DEVELOPMENT | Learner Level:  Advanced
Faculty facilitating simulation-based educational initiatives need to become effective debriefers to optimize participant learning. Faculty needs to promote facilitator self-awareness whilst providing facilitators the opportunity to develop verbal and non-verbal strategies to improve debriefing effectiveness.
Learning Objectives
1.  Describe high-yield targets for providing feedback to simulation faculty.
2.  Identify both verbal and nonverbal communication gaps in facilitators debriefing video clips.
3.  Implement strategies to provide constructive and supportive feedback to simulation faculty.
Course Director:  Elaine L Sigalet, PhD.  Faculty:  Guy F Brisseau; Richard Cherry; Joanne L Davies, MSc, RM, CHSE;  Jonathan Duff, MD; Walter Eppich, MD, MEd; Ella A Scott, RN RSCN MA. 

Conflict with Colleagues: Up Close and Professional
#7961 INTERPROFESSIONAL EDUCATION | Learner Level:  Advanced
This half-day workshop is an invitation to those interested in conflict resolution and team function to enhance their skills and learn more about approaching, addressing and resolving conflict through shared perspective, experience and problem solving.  The workshop will be useful and accessible to participants from beginner through to advanced and expert levels.
Learning Objectives
1.  Increase understanding about our assumptions and attributions of others.
2.  Recognize how our emotional positions affect Interprofessional communication.
3.  Explore communication approaches to address and raise collegial concerns in professional practice.
Course Director:  Kerry Knickle, LLM (ADR).  Faculty:  Nancy McNaughton.

From the Station Nightclub Fire to the Hajj: Designing Multi-patient Simulation Scenarios to Teach Disaster Preparedness
Whether from accidents, natural disasters, or terrorism, mass casualty incidents (MCIs) can occur anytime and anywhere. This interactive course utilizes multiple manikins and standardized patients to train all staff for all hazards. Participants will manage all aspects of a MCI, and learn the key elements in the design of disaster simulation scenarios from simulation faculty with experience handling the Station nightclub fire and the Hajj.
Learning Objectives
1.  Outline the rationale for hands-on disaster preparedness training for all staff.
2.  Describe how simulation can be used to train all critical aspects of disaster management, from establishing an incident command system, to communication with the press and local, state and federal agencies, and to designing effective triage.
3.  Design a disaster scenario to meet the specific needs of a participant's healthcare facility.
Course Director:  John Foggle, MD, MBA.  Faculty:  Max Dannecker; Peter Ginaitt, EMT-Cardiac, RN; Sami Alhasan Yousif, MBBS, SBEM.

Using Simulation to Improve the Root Cause Analysis Process
#8774 INTERPROFESSIONAL EDUCATION | Learner Level:  Advanced
This course focuses on improving the RCA process. Attendees will be immersed in a learning environment that focuses on their interpersonal communication skills while uncovering causes of medical error.  Concepts covered in this course are applicable to all healthcare providers, including graduate and undergraduate health professional students.
Learning Objectives
1.  Identify the role of simulation in improving the root cause analysis process.
2.  Discuss appropriate communication strategies used during a root cause analysis.
3.  Translate teamwork and communication concepts from the clinical environment to the non-clinical workplace.
Course Director:  Jared Kutzin.  Faculty:  Connie Lopez, MSN, CNS, RNC-OB, CPHRM.

Developing a Highly Effective Simulation Program
#8625 PROGRAM ADMINISTRATION | Learner Level:  Advanced
Developing a Simulation Program is a four-hour intensive, interactive course focused on the core concepts of simulation program development.  Participants will be expected to develop and present their collective work from exercises related to business planning, facility design and equipment selection, and the faculty will share their experiences and knowledge of "best known" practices in simulation program development.
Learning Objectives
1.  Outline the elements commonly included in a business plan.
2.  Describe the challenges in designing a simulation facility.
3.  Evaluate the various approaches to the development of an equipment plan for your simulation program.
Course Director:  Bonnie Driggers.  Faculty:  Michael Seropian; Katie Walker, MBA, RN.

Pricing the Cost of Doing Business in Your Simulation Center
#10456 PROGRAM ADMINISTRATION | Learner Level:  Advanced
A wise person once said: “Simulation costs money and someone has to pay.” But how much and by whom? Many centers are involved in creating revenue streams for clients outside their core mission.  How do we do this? What are the variables to consider and the issues to ponder as we set our own prices? This workshop will examine some of these derived from actual charge proposals that participants will complete prior to the workshop.
Learning Objectives
1.  Identify cost variables to be used in developing a proposal structure, reflecting your center and institutional values, mission and context.
2.  Define the cost structures for non-profit and for-profit-based clients, derived from center and institutional guidelines.
3.  Discuss possible factors originating in the workshop examples that may impact the final cost to the client, given their own mission, goals and resources.
Course Director:  John Shatzer.  Faculty:  Arna Banerjee; Daniel Battista; Benny Holland, RN, BSN, MPH, (PhD student); Mara McErlean, MD.Saturday,

Simopoly: Improving Simulation Center Operations Through a Tabletop Simulation Exercise
Simulation centers offer career opportunities for a variety of personnel. The relative infancy of simulation as a profession and heterogeneity of simulation centers means such career opportunities are often ill-defined. Simopoly provides opportunity for discussion regarding opportunities for simulation staff. It will challenge participants to think creatively about career development for personnel.
Learning Objectives
1.  Create career development opportunities with limited resources and define personnel categories and roles.
2.  Describe how future models of simulation professional development can be shared across the simulation community.
3.  Apply the workshop idea to creating local opportunities for staff professional growth.
Course Director:  Megan Sherman.  Faculty:  Elizabeth Buttrick; Ross Ehrmantraut, RN; Rosemarie Fernandez, MD; Sara Kim, PhD; Farrah Leland; Brian Ross, PhD, MD. 

Research: Where Do I Begin
#7423 RESEARCH | Learner Level:  Basic
This course aims to provide basic knowledge and skills in educational research. The course objectives through discussion and small group sessions will focus on:  (1) stating quantitative and qualitative research questions, (2) features of a sound educational research project, and (3) preparing research reports. Participants will leave with an outline for an educational research project they may implement.
Learning Objectives
1.  Demonstrate understanding of the components of a testable research question.
2.  Recognize the fundamentals of educational research design, management, and execution.
3.  Acquire familiarity with basic research:  questions, hypotheses, designs, measures, data quality, data analyses, data presentation, and report writing.
Course Director:  William C McGaghie, PhD.  Faculty:  Jeffrey Groom; Viva Siddall. 

Celebrating the Art of Moulage
#8780 TECHNICAL OPERATIONS | Learner Level:  Basic
Moulage techniques can provide authenticity and realism to scenarios that will deeply immerse students in simulated cases. Participants will learn to create dramatic theatrical effects that deliver vital clues for case objectives.  Every participant will have the opportunity to develop basic and specialty moulage that can be used on mannequins or live actors.  This course is an excellent chance to explore moulage methods and materials
Learning Objectives
1.  Identify moulage possibilities to simulate critical medical conditions and trauma injuries that can be used to enhance realism in simulation scenarios.
2.  Create moulage wounds, burns and injuries for use in simulation scenarios to support learning objectives.
3.  Develop insight into how moulage clues can be used as an educational teaching tool.
Course Director:  Becky Damazo, MSN, CPNP, CHSE-A, RN.  Faculty:  Elisabeth Voelker. 

Learn How to Fix It! Manikin Maintenance
#9270 TECHNICAL OPERATIONS | Learner Level:  Advanced
Simulation centers can be negatively impacted when manikins do not operate optimally.  We need to be able to perform more of our own repairs. This increasingly greater need to become more independent in maintaining manikin operation requires us to be comfortable with removing and replacing internal and external parts. This course addresses maintenance and repairs for Gaumard and Laerdal manikins through a hands-on immersive experience.
Learning Objective
1.  Demonstrate at least three repairs and replacement of parts for Laerdal and Gaumard manikins.
2.  Discuss and demonstrate common trouble areas within manikins that lead to operational problems.
3.  Discuss how to inspect manikin to make sure it works as intended.
Course Director:  Hans Lamkin.  Faculty:  Heather Anderson; Gail Johnson, MS, CCRN, CPHQ, CHSE; Krista Kipper.

Sunday, January 11, 8:00am-12:00pm

Checklists:  Not a Quick Creation
#8775 ASSESSMENT | Learner Level:  Advanced
Checklists and rating scales are a critical feature of many simulation activities. The checklist can provide the learner with a guide to expected behaviors or can be used for scoring performance. Developing valid and reliable measurement tools is challenging. This session will focus on foundational skills related to checklist/rating scale development. A discussion of common sources of measurement error will also be included.
Learning Objectives
1.  Identify the key features of, and common challenges for, the development of rating instruments.
2.  Apply theoretical knowledge to the development and piloting of a rating scale.
3.  Analyze existing rating instruments to identify potential sources of measurement error.
Course Director:  Karen Szauter, MD.  Faculty:  Ron Levy, MD.

Create a Simulation-enhanced RN Orientation Program
#8757 CURRICULUM DESIGN & DEVELOPMENT | Learner Level:  Advanced
During this session, participants will learn multiple simulation strategies that will help reduce RN orientation time per nurse, resulting in substantial savings annually.  Participants will leave with a plan to implement a similar program in their organization.
Learning Objectives
1.  Identify the impact of enhancing RN orientation through simulation.
2.  List potential barriers and supports for improving RN orientation.
3.  List how to evaluate the effectiveness of the RN orientation program and assessment of RNs.
Course Director:  Jason Zigmont, PhD, CHSE-A.  Faculty:  Ashley Cavalieri; Tricia Edwards; Tommy Rees; Angie Wade, MPH, CCRC.

Developing a Simulation Evaluation Plan, the Kirkpatrick Way
#9358 CURRICULUM DESIGN & DEVELOPMENT | Learner Level:  Advanced
Course evaluation is a critical part of curriculum development. One of the most enduring and well documented evaluation models is the Kirkpatrick model. In this workshop, participants will develop a four level evaluation plan for a simulation education program based on this model. Participants will have the opportunity to examine the benefits as well as the challenges in developing a comprehensive evaluation plan.
Learning Objectives
1.  Identify the Kirkpatrick four levels of evaluation utilized in simulation-based education.
2.  Design an assessment strategy utilizing the four levels of evaluation for a given topic.
3.  State the opportunities and challenges for assessing at each of the four levels of evaluation.
Course Director:  Roberta Hales.  Faculty:  David L Rodgers, EdD, NREMT-P.

Applying Design Thinking to DIY Simulation
#9454 CURRICULUM DESIGN & DEVELOPMENT | Learner Level:  Advanced
Simulation is a powerful method of education, but too often is unavailable or under-utilized due to the high costs or limited availability of simulation technology.  Through the application of design thinking, a DIY mind-set, and open source methodologies, this course gives participants the opportunity to identify, create and share low-cost solutions to common education challenges.
Learning Objectives
1.  Describe the application of design thinking in the development of low-cost simulation.
2.  Design a low-cost solution to implement in simulation education.
3.  Develop advocacy strategies for choosing the “right tool for the job”.
Course Director:  Kam McCowan, NREMT-B.  Faculty:  Nikita Joshi, MD; Vivian Lei, MD.

Introducing Simulated Patient (SP) Methodology into Your Simulation Practice
#9100 CURRICULUM DESIGN & DEVELOPMENT | Learner Level:  Basic
Attendees will explore how SP methodology can increase the educational versatility of a simulation environment.  Key elements of SP methodology addressed include recruitment, case writing, training, performance, and feedback delivery.  Contexts within which to use SP methodology will be considered, including how it can be integrated with other simulation modalities. Challenges and solutions to effectively working with SPs will be discussed.
Learning Objectives
1.  Identify the basic components of SP methodology.
2.  Implement strategies to introduce SP methodology into a simulation environment.
3.  Reflect on practical aspects of including SP methodology in one's own practice.
Course Director:  Catherine Smith.  Faculty:  Valerie Fulmer; Dena Higbee, M.S., CHSE; Carine Layat Burn; Debra Nestel.

Frames, Knowledge Gaps, and Cognitive Errors:  Advanced Debriefing Tools for Exploring Decision Behavior
#8333 DEBRIEFING | Learner Level:  Advanced
Trainees do surprising things, which may be due to knowledge gaps,  differences in perspectives, and faulty thought processes called  “cognitive errors”.  Uncovering the cognitive process underlying decision behavior informs the most powerful target of any educational intervention.  We present a catalog of cognitive errors and a language model for eliciting them.  Enhance your debriefing with this perspective on decision behavior psychology.
Learning Objectives
1.  Differentiate the concept of cognitive errors in the context of other well-appreciated nontechnical skills (situation awareness, communication, teamwork) and other error types (for example, knowledge gaps or systems errors).
2.  Describe several categories of cognitive error and clinical examples of their occurrence.
3.  Demonstrate effective use of debriefing techniques to differentiate cognitive errors, knowledge gaps, and other frames.
Course Director:  Marjorie Stiegler.  Faculty:  Rebecca Minehart, MD.

Promoting Excellence And Reflective Learning in Simulation (PEARLS): A Blended Approach to Debriefing
#9459 DEBRIEFING | Learner Level:  Basic
PEARLS represents a blended approach debriefing that integrates three educational strategies: (1) learner self-assessment; (2) focused facilitation; and (3) providing information in the form of directive feedback/teaching. The choice of method used can be adapted to learner group, type of learning objective and setting of the simulation. We will review the PEARLS framework and debriefing tool to aid in selecting and implementing the approach.
Learning Objectives
1.  Identify three different educational strategies used during debriefing and their associated indications for us.
2.  Discuss how learner self-assessment with plus-delta, focused facilitation strategies such as advocacy inquiry, and directive feedback and teaching fit within the PEARLS debriefing framework.
3.  Apply the PEARLS blended approach to debriefing using the decision support aid and the PEARLS debriefing tool.
Course Director:  Walter Eppich.  Faculty:  Mark Adler, MD; Adam Cheng, MD; Richard Cherry; Jonathan Duff, MD; Kristin Fraser; James Lewis Huffman, BSc, MD, FRCPC; Kevin Lachapelle; Traci Robinson; Joshua Ross, MD.

Cutting Edge Teaching of Soft Skills: Lessons from Business and Theater
#8576 FACULTY DEVELOPMENT | Learner Level:  Advanced
Communication and professionalism competencies are currently taught in the Business sector via evidence-based high engagement teaching techniques that integrate Social Science Research and Theater Arts.  Participants will in this course will receive coaching on these high engagement teaching techniques, and learn an innovative 2-hour training for effective communication across hierarchies that can be adapted for use in their own institutions.
Learning Objective
1.  Utilize teaching techniques from Business and Theater to create high engagement group learning experiences.
2.  Describe a training strategy for the ACGME competency of effective communication across hierarchical barriers.
3.  Assess application areas in Faculty Development for teaching ACGME competencies.
Course Director:  Richard Snyder, MD.  Faculty:  Rich Cox; William Hall; Kat Koppett.

More than Talk:  Meta-communication Skills for Instructor Development
#8855 FACULTY DEVELOPMENT | Learner Level:  Expert
Excellence in communication is an essential skill of a simulation instructor. Beyond conversation, it involves non-verbal skills and management of group dynamics. In this course, participants will explore and practice meta-communication skills through exercises used by actors. Designed for instructors at all levels, participants will gain a deeper understanding of how to connect impactfully and collaboratively with all members of a group.
Learning Objectives
1.  Listen with more attention and see with more focus.
2.  Adapt dynamically to surprises during a scenario or debriefing.
3.  Participate as a collaborative and cooperative instructor.
Course Director:  Christine Park.  Faculty:  Jason Economus, BA; Keith Littlewood; Andres Navedo, MD; Manuel Pardo, MD; Suzanne Strom.

Building a Cast Iron Simulation Program
#9026 PROGRAM ADMINISTRATION  Learner Level:  Advanced
This session will explore the essential elements for your simulation program to maintain sustainability. Using the practical application of business theories, the facilitators will use their experience in program development to demonstrate how longevity can be nurtured. This interactive session will provide a forum for participants to share their experience and receive expert opinion.
Learning Objectives
1.  Identify business theories applicable to sustainability of simulation programs.
2.  Apply the concepts presented in the course to your own context.
3.  Propose a toolkit of resources for participants adaptable to individual programs to maintain sustainability and growth.
Course Director:  Katie Walker, MBA, RN.  Faculty:  Bonnie Driggers; Michael Seropian, MD

Collecting and Reporting Essential Administrative Program Metrics
#10490 PROGRAM ADMINISTRATION | Learner Level:  Expert
Using specific real world examples from their own individual programs, faculty will guide participants from understanding fundamental terminology regarding simulation activities to generating complex analysis that can be used for annual reports, predictions of costs and future expansion.  This highly interactive workshop will incorporate didactic presentations, small work groups, supplemental materials, and audience response to engage participants and stimulate discussion and learning.
Learning Objectives
1.  List common terminology surrounding simulation education programs.
2.  Collect data for their program.
3.  Compare the activity of their program with the activity of other programs.
Course Director:  John Lutz.  Faculty:  Jennifer Calzada; Sandra Feaster; Farrah Leland; Troy Reihsen; John Shatzer.

Experimental Research and Design: The Next Level
#8286 RESEARCH | Learner Level:  Advanced
This course is a more advanced treatment of fundamental principles of experimental research, and will cover theory, hypotheses, reliability, validity, controlling threats to validity, single factor designs, factorial designs and interactions, and quasi experimental designs. Students will gain experience generating hypotheses, operational definitions, controlling threats to validity, designing experiments, and interpreting findings.
Learning Objectives
1.  Generate operational definitions and hypotheses from theories
2.  Identify the primary threats to validity and how to control them.
3.  Interpret main effects and interactions in figures from factorial designs.
Course Director:  Mark Scerbo, PhD

Are You Ready for the CHSOS? CHSOS Certification Preparation Course
#8751 TECHNICAL OPERATIONS | Learner Level:  Advanced
This 4-hour session will help prepare you for the Certified Healthcare Simulation Operations Specialist (CHSOS) certification while building your skills and knowledge as an operations specialist.  Presented by the SSH Education Committee, this session is both a needs-analysis of your own preparation and a chance to expand your horizon.  Based upon the CHSOS blueprint, this session focuses on building your knowledge of simulation principles, practice, and methodology.
Learning Objectives
1.  List the components of the certification process.
2.  Identify individual strengths and weaknesses in regards to CHSOS preparation.
Course Director:  Jason Zigmont, PhD, CHSE-A.  Faculty:  SSH Education Committee; SSH Simulation Operations and Technology Section.

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