Development of Interdisciplinary Simulations that Promote Vertical and Horizontal Integration in Undergraduate Medical Education University of Central Florida College of Medicine Laurel Gorman PhD Assistant Professor of Pharmacology David Harris, PhD Assistant Professor of Physiology Drexel University College of Medicine Kathy Ryan, MD Director of Medical Simulation Interdisciplinary vs Interprofessional Interdisciplinary – Involving two or more academic, scientific, artistic areas of knowledge eg. Learning physiology with biochemistry Interprofessional --- two or more professions in health and social care learn together eg. Medical students, nursing students, social workers HFMS: Tool for vertical & horizontal integration • What do we mean by integration? • Why do we integrate? • How is it done? The UCF COM as example HFMS: UCF Preclinical Curricular Scheme HFMS HE CardioPulmonary HFMS HF Endocrine Reproductive HFMS COPD Renal/ GI HFMS DKA MuscleSkeletal Brain Behavior Microbiology, immunology antiinfective pharmacology Septic Shock Cardiogenic Shock Asthma COPD Pneumonia Renal Failure /HF Neuro SIM Lower cognitive Higher Cognitive Create/Design Evaluate Analyze Apply Understand Remember complexity Experience - Increasing Scaffold Cognitive Higher cognitive Lower Ideal Design Scaffolds Experience Basic Sciences Integrated UCF COM HFMS: Cognitive Level M1 6 5 Anatomy 4 Physiology Pharmacology 3 Pathology 2 Clincial 1 0 Diabetic ketoacidosis COPD Heart Failure Heat exhaustion Basic Sciences Integrated UCF COM HFMS: Cognitive Level M2 5 Microbiology 4 Physiology 3 Pharmacology 2 Pathology Clincial 1 0 NeuroSim Heart/Renal Failure COPD/Pneumonia Asthma Cardiogenic Shock Septic Shock Cognitive Level Per Blooms Taxonomy Rating 6 Where Does One Start?? • Develop Learning Objectives – This should direct everything: materials, fidelity, evaluation • Think About The Number of Learners – This will affect scheduling, traffic flow, resources • Think About Time – It will take longer to develop a simulation scenario than to prepare a lecture – How to fit the simulation into class/rotation time Three Phases of Running a Simulation • Orientation to the exercise • Running the simulation • Debriefing-time allotted should be at least as long or longer than running the simulation Workshop activity 1. Identify target audience (1st years, 2nd years etc) 2. How to fit it into a curriculum? (what gets dropped to make room?) 3. Design a scenario. a. Interdisciplinary objective b. Environment of simulation c. SIM personnel d. Case narrative, patient info, labs e. Debriefing topics Challenges/barriers?