The 2024 French guidelines for scenario design in simulation-based education: manikin-based immersive simulation, simulated participant-based immersive simulation and procedural simulation

• Published in: Medical education online Vol. 29; no. 1; p. 2363006
• Main Authors: Der Sahakian, Guillaume, de Varenne, Maxime, Buléon, Clément, Alinier, Guillaume, Balmer, Christian, Blanié, Antonia, Bech, Bertrand, Bellot, Anne, Boubaker, Hamdi, Dubois, Nadège, Guevara, Francisco, Guillouet, Erwan, Granry, Jean-Claude, Jaffrelot, Morgan, Lecomte, François, Lois, Fernande, Mouhaoui, Mohammed, Ortolé, Ollivier, Paquay, Méryl, Piazza, Justine, Pittaco, Marie, Plaisance, Patrick, Benhamou, Dan, Chiniara, Gilles, Rivière, Etienne
• Format: Journal Article Web Resource
• Language: English
• Published: United States Taylor and Francis Ltd 31.12.2024; Taylor & Francis; Taylor & Francis Group
• Subjects: Clinical Competence; crisis resource management; Education; Education, Medical; Education, Medical - methods; France; Guidelines as Topic; Human health sciences; Humans; immersive simulation; Manikins; procedural simulation; scenario design; Sciences de la santé humaine; simulated patient; Simulation Training; Simulation-based education; France; Simulation-based education; crisis resource management; immersive simulation; scenario design; procedural simulation; simulated patient
• ISSN: 1087-2981; 1087-2981
• DOI: 10.1080/10872981.2024.2363006

Simulation-based education in healthcare encompasses a wide array of modalities aimed at providing realistic clinical experiences supported by meticulously designed scenarios. The French-speaking Society for Simulation in Healthcare (SoFraSimS) has developed guidelines to assist educators in the design of scenarios for manikin- or simulated participant- based immersive simulation and procedural simulation, the three mainly used modalities. After establishing a French-speaking group of experts within the SoFraSimS network, we performed an extensive literature review with theory-informed practices and personal experiences. We used this approach identify the essential criteria for practice-based scenario design within the three simulation modalities. We present three comprehensive templates for creating innovative scenarios and simulation sessions, each tailored to the specific characteristics of a simulation modality. The SoFraSimS templates include five sections distributed between the three modalities. The first section contextualizes the scenario by describing the practicalities of the setting, the instructors and learners, and its connection to the educational program. The second section outlines the learning objectives. The third lists all the elements necessary during the preparation phase, describing the educational method used for procedural simulation (such as demonstration, discovery, mastery learning, and deliberate practice). The fourth section addresses the simulation phase, detailing the behaviors the instructor aims to analyze, the embedded triggers, and the anticipated impact on simulation proceedings (natural feedback). This ensures maximum control over the learning experience. Finally, the fifth section compiles elements for post-simulation modifications to enhance future iterations. We trust that these guidelines will prove valuable to educators seeking to implement simulation-based education and contribute to the standardization of scenarios for healthcare students and professionals. This standardization aims to facilitate communication, comparison of practices and collaboration across different learning and healthcare institutions.