Quality Assurance Framework SLSN 2017

• Document No.

• Where is the Peer Review taking place? (Centre)

  Select GAPS SaIL Centre SLaM Kings College ESTH Kingston

  • GAPS
  • SaIL Centre
  • SLaM
  • Kings College
  • ESTH
  • Kingston

• Course Name

• Conducted on

  Date

• Peer Reviewer (Individual/s completing the quality assurance document)

• Simulation/Course Lead

• 1) Please indicate if the course had any pre-course reading materials?

  Yes

  No

  N/A

• 2) What type of material was included in the pre-course reading?

  Select Human factors literature Clinical literature (eg NICE standards, algorithm) Weblinks E-learning rescources Information about venue and timings

  • Human factors literature
  • Clinical literature (eg NICE standards, algorithm)
  • Weblinks
  • E-learning rescources
  • Information about venue and timings

• 1 Was an attendance record taken?

  Yes

  No

  N/A

• Was a timetable provided/on display

  Yes

  No

  N/A

• Image of timetable

  Media

• Did the course follow the timetable?

  Yes, fully

  Yes, in part

  No

• 3) Was the necessary consent obtained for research/photography etc?

  Yes

  No

  N/A

• 1) Did faculty attend a pre-course brief?

  Yes

  No

  N/A

• 2) What did the pre-brief cover?

  Select Introductions Running order Role allocation Overview of scenarios Learning objectives Opportunity to ask questions Creating/maintaining a safe learning environment

  • Introductions
  • Running order
  • Role allocation
  • Overview of scenarios
  • Learning objectives
  • Opportunity to ask questions
  • Creating/maintaining a safe learning environment

• 1) Which simulation modality was being observed?

  Select Role play In situ/mobile sim Virtual reality Park task trainers High fidelity full scale human patient simulators Simulated patients/actors

  • Role play
  • In situ/mobile sim
  • Virtual reality
  • Park task trainers
  • High fidelity full scale human patient simulators
  • Simulated patients/actors

• How appropriate were the simulation modalities to the learning objectives?

  Very appropriate

  Appropriate

  Neutral

  Inappropriate

• 2) Comments on the simulation fidelity

• 3) Were any other teaching modalities employed as part of the course?

  Select Didactic sessions Skills workshops Group works Case based discussion Other None

  • Didactic sessions
  • Skills workshops
  • Group works
  • Case based discussion
  • Other
  • None

• 4) What (if any) assessment was used for the course?

  Summative

  Formative

  Neither

• 1) What best describes the environment of the educational activities?

  Select In-situ training Dedicated simulation lab Classroom based room enhanced with props to recreate reality

  • In-situ training
  • Dedicated simulation lab
  • Classroom based room enhanced with props to recreate reality

• 2) Was there a designated and private area for debriefing?

  Yes

  No

  N/A

• 1) What was the total number of faculty and facilitators on the course (excluding actors)?

• 1) Was there a technician?

• How many

• 2) Were there debriefers (of any level)

• How many

• 4) Were there novice debriefers

• How many

• 5) Were there intermediate debriefers?

• How many

• 6) Were there advanced debriefers?

• How many

• 7) Were there actor(s)

• How many

• 2) Did the course use faculty as:

  Select Patient voice Embedded participant Clinical response/escalation

  • Patient voice
  • Embedded participant
  • Clinical response/escalation

• 1) How many participants were booked onto the course?

• 2) How many participants attended the course?

• 3) Is the course interprofessional? (More than 2 professions participating)

  Yes

  No

• 4) Which of the following professions were represented?

  Select Hospital doctor/trainee GP/trainee Nurse Midwife Physiotherapist Paramedic Health care assistant/nursing assistant Carer Undergraduate (med/nurse/AHP) Occupational therapist Dietician Physician assistant Social worker Security Porter Manager Wark clerk/admin Consultant nurse/AHP Consultant medical Other

  • Hospital doctor/trainee
  • GP/trainee
  • Nurse
  • Midwife
  • Physiotherapist
  • Paramedic
  • Health care assistant/nursing assistant
  • Carer
  • Undergraduate (med/nurse/AHP)
  • Occupational therapist
  • Dietician
  • Physician assistant
  • Social worker
  • Security
  • Porter
  • Manager
  • Wark clerk/admin
  • Consultant nurse/AHP
  • Consultant medical
  • Other

• 1) Please indicate how many specific measurable objectives participants are expected to achieve during simulation based course

The simulation orientation covered which of the following?

• intro to other participants

• intro to faculty and roles

• course aims and objectives

• modality being used

• use of social media

2) The environmental orientation covered which of the following?

• Housekeeping and safety information (eg fire exits)

• orientation to the simulated environment

• orientation to manikins

3) Professionalism: please indicate if the course introduction discussed covered the following:

• The need to demonstrate professional and ethical behaviour

• An expectation of giving and seeking constructive feedback

• An expectation of mutual respect

Psychological & physical safety

• 4) Did the facilitator indicate that simluation is used as a safe learning environment which permits mistakes and/or whether the course was being used as an assessment?

  Yes, fully

  Yes, in part

  No

• 5) Did the facilitator indicate that the debrief formats are designed to allow a safe environment for participants to share thoughts/feelings/perceptions without the risk of retribution or embarrassment?

  Yes, fully

  Yes, in part

  No

• 1) Did the participants receive a scenario brief

  Yes

  No

• In what form was the scenario brief?

  Select Verbally On paper Opportunity to ask questions Mental preparation to risks/challenges Brainstorming differential diagnoses Allocation of roles

  • Verbally
  • On paper
  • Opportunity to ask questions
  • Mental preparation to risks/challenges
  • Brainstorming differential diagnoses
  • Allocation of roles

• 2) How many simulated scenarios were there

• 3) Were the scenarios relevant to the learners' level and previous experience?

  Yes

  No

• 4) Was an embedded participant (plant) used?

  Yes

  No

• 4) Please indicate if the influence of the embedded participant (plant) was:

  Select Positive Negative Neutral Distractor

  • Positive
  • Negative
  • Neutral
  • Distractor

• 1) In the situation where clinical or professional performance is identified as a concern, please indicate how the faculty gives formative feedback to individuls (leave blank if NA)

• 1) Is there a specific Debriefing Model or Approach?

  Select Advocacy with inquiry Diamond debrief PEARL Plus/Delta Team Gains 3D (Diffusing, Discovering & Deepening) Other No specific model used

  • Advocacy with inquiry
  • Diamond debrief
  • PEARL
  • Plus/Delta
  • Team Gains
  • 3D (Diffusing, Discovering & Deepening)
  • Other
  • No specific model used

• 2) Was the debriefing model on display for learners to refer to?

  Yes

  No

• 3) Were facilitators...

  Select Co-debriefing Single Debriefer Monitoring Group Discussion Facilitating Self-debrief Other

  • Co-debriefing
  • Single Debriefer
  • Monitoring Group Discussion
  • Facilitating Self-debrief
  • Other

• 4) Was video playback used in the debrief?

  Yes

  No

  N/A

• What was the video clip intended to ellicit?

• 5) In general, did the debriefs allow space for participants to reflect on the simulation experience? Consider: <br>- skills (kinetic)<br>- knowledge (cognitive)<br>- feelings/interactions (affective)

  Yes

  No

  N/A

• 6) Were these reflections related back to relevant, real experiences?<br>- professionally<br>- clinical practice <br>- social interactions

  Yes

  No

  N/A

• 7) How effective was the facilitator/s at using open ended questions to promote group interactions?

  Very Effective

  Effective

  Neutral

  Ineffective

• 8) Was there opportunity for discussion of specific non-technical skills/human factors during the debrief sessions?

  No

  Occassionally

  Often

  Always

  N/A

• Which of the following themes were drawn from the discussion?

  Select Situational Awareness Leadership Communication Decision Making Teamworking Self care Hardware/Software interactions Others

  • Situational Awareness
  • Leadership
  • Communication
  • Decision Making
  • Teamworking
  • Self care
  • Hardware/Software interactions
  • Others

• Were learners encouraged to describe how these relate back to clinical practise?

  No

  Occassionally

  Often

  Always

  N/A

• 1) Did you feel the facilitors maintained a safe learning environment for paricipants share thoughts, feeling and perceptions without the risk of retrubution or embarrassment?

  Yes

  No

• 2) If participants shared personal experiences, was this contribution validated?

  Yes

  No

  N/A

• 1 What type of evaluation was utilised for the programme/training (Kirkpatrick Levels):

  Select Reaction of student Knowledge Behaviour Results - the effects on the business/environment resulting from the trainee's performance

  • Reaction of student
  • Knowledge
  • Behaviour
  • Results - the effects on the business/environment resulting from the trainee's performance

• 2) Were pre-course knowledge/skills/attitudes measured?

  Yes

  No

  N/A

• 3) Were post-course knowledge/skills/attitudes measured?

  Yes

  No

  N/A

• 4) Did the evaluation tool provide space for feedback about the course/faculty/environment?

  Yes

  No

  N/A

Latent errors

• 5) Where latent errors were identified during in-situ, were action points recorded to identify potential preventative strategies?

  Yes

  No

  N/A

• 6) Were latent errors graded using an appropriate system (eg, NPSA risk matrix)

  Yes

  No

  N/A

• 1) Were any aspects/obectives of the course procedural skills?

  Yes

  No

• 2) Was there an appropriate specialist present (eg consultant surgeon)?

  Yes

  No

• 3) Was the equipment used to perform the procedures identical (or as close as possible) to the equipment used in clinical practice?

  Yes

  No

• 4) Candidate assessment - is the assessment of participants appropriate to the skill being taught? (see specific course curriculum/assessment documents)

  Yes

  No

  N/A

• Further comments about this section (procedural skills)

• 1) Did the faculty debrief eachother formatively as any stage of the day?

  Yes

  No

• 2) Was a specific tool used?

  Yes

  No

• What tool was used?

• 3) What level was the debriefer of debriefs?

  Select Novice Intermediate Advanced Expert

  • Novice
  • Intermediate
  • Advanced
  • Expert

• 4) Did the faculty debrief the whole course/review evaluations at the close of the day?

  Yes

  No

• Were changes/suggestions recorded?

  Yes

  No

• 1) Is the course delivery standardised?

  Yes

  No

• 2) Is the course accredited in any format?

  Nil

  Royal College

  Yes - other

  CPD hours

• 3) Does the course have a course review board that meets annually?

  Yes

  No

  N/A

• Before exporting this document (Creating a PDF), it is advised that the comments and observations are reviewed collaboratively. The Questions identified in this report are intended to create a Professional Discussion about quality and educational allignment to the desired learning objectives. Comments can be edited prior to signature and completion of this document.

• Signature of Course Lead (Once discussion has been completed)

  Sign

• Signature of Peer Reviewer (Once discussion has been completed)

  Sign