Clinical Simulation

ELEC 272 / PEMD 660

Department
Emergency Medicine

Clinical or Non-Clinical Course
Non-Clinical

Physician Assessed Patient Facing
No

Prerequisites
Completion of Phase 2 Clerkships

Goal
This is a non-clinical elective in clinical simulation. The Jump Trading Simulation and Education Center provides an outstanding opportunity for students interested in academic careers to participate in the use of simulation technology to improve patient safety, quality, and to reduce healthcare costs.

The use of simulation technology is steadily progressing within the medical school curriculum and is globally recognized as a major advance in medical education. Simulation has proven to be a valuable and well-accepted tool for improving patient outcomes through intensive training. Jump uses the full spectrum of simulation technologies, from computer simulations and task trainers, to complex high fidelity, whole body simulators.

Simulation provides a forum for the establishment of a high performance standard in technical and professional skills. It permits optimization of teaching and learning by matching learning environments to learner needs and it ensures a uniform learning experience that is not dependent on serendipity of “good cases.”

Ten to fifteen hours will be spent in direct contact with simulation, obtaining mastery of key skills useful in the internship year. Students will engage in task training, standardized patient, and high fidelity simulations in the following topic areas: emergency vascular access, basic and advanced airway techniques, informed consent, resuscitation, and trauma care.

There are three “tracks” offered which the student must declare before beginning the rotation, and 10-15 hours will be spent in one of the following pursuits:

  1. Educational Track: The student will participate in the use of simulation in the pursuit of learning objectives. There are three domains of educational practice – cognitive, psychomotor, and affective. Jump will often combine procedural skills with communication and team skills during its training sessions to access those three domains for the learner. Students in this track will create a simulation scenario (a two-page description with learning objectives and measures) which address two of the three domains, targeting medical students as potential learners.
  2. Research Track: The student will participate in an ongoing quality assurance program designed to evaluate the efficacy of a simulation-based intervention. Jump maintains a portfolio of ongoing quality assurance programs, all of which are tied to key quality and safety goals within the clinical space. Students in this track will produce a two-page write-up of their findings.
  3. Innovation Track: The student will participate in the creation of synthetic tissue analogs for a diagnostic or procedural training device. Jump is continuously producing prototypes for training devices using 3-D printing and CAD modeling techniques. Jump maintains a staff with several bio-medical engineers who will facilitate this work. Students in this track will produce or refine a prototype training device.

Objectives

Upon completion of this elective, the student will be able to:

  1. Describe the process of mastery training for procedural competency.
  2. Demonstrate the ability to integrate quality and safety goals into clinical education.
  3. Demonstrate competency in the listed procedural and clinical skills.
  4. Contribute meaningfully to education, research, or innovation in clinical simulation.

Method of Assessment
Standard Non-clinical Evaluation - Satisfactory/Unsatisfactory

Course Director
Gregory Podolej, MD

Course Coordinator
Christie Perry
cperry09@uic.edu
309-655-6998

Location
OSF JUMP Trading Simulation & Education Center

Setting
Neither Outpatient nor Inpatient

Night Call
No

Laboratory
Yes

Please Specify
Simulation and Innovations

Weekends
No

House Staff
No

Number of Learners per Block
4 Max.

Duration
4 weeks

Who is this elective available to
M4s (in Phase 3)

Blocks Available
1a, 2a, 3a, 4a, 5a, 6a, 8a, 9a, 10a, 11a, 12a