Simulations were conducted in a virtual learning environment, but future work can include in-person and actor-based simulations to further enhance emotional reactions and the reality of the case scenarios.
The simulation-based scenarios can be feasibly applied for learner groups across different residency training programs. Knowledge transfer included use of multiple stakeholder perspectives and effective negotiation by considering power/social structures. Recommendations for improvement included participation from non-physician professions and tailoring of scenarios for specific disciplines/role. Emotional reactions to the session were positive especially regarding the interactive role-play format. ResultsĪ total of 95 resident physicians received our curricular module, and nearly all (95%) participants who completed a post-session survey reported perceived learning gains. Learners from four residency programs (psychiatry, emergency medicine, orthopedics, ophthalmology) participated January – March 2021. The case scenario topics consisted of educational leadership, quality and safety, and implementation science. MethodsĮach scenario included a brief didactic, an interactive simulation in small-group breakout rooms, and a structured debriefing. Our goal was to develop and pilot three simulation scenarios as part of an educational module for resident physicians that incorporated core and cross-cutting HSS domains. Medical simulation can allow for experiential participation and reflection in a controlled environment. Although HSS skills are required during residency training for physicians, current HSS didactics have less emphasis on hands-on practice and experiential learning. Health system science (HSS) encompasses both core and cross-cutting domains that emphasize the complex interplay of care delivery, finances, teamwork, and clinical practice that impact care quality and safety in health care.
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