November 19, 2024 • 38 mins
Ever wondered how speaking a common educational language can transform healthcare outcomes? Join us with Dr. Adam Cheng and Dr. Vincent Grant as we unravel the intricacies of faculty development in healthcare simulation. We promise you'll gain insights into the importance of educators mastering the latest concepts and frameworks to ensure top-notch simulation training. Dr. Cheng and Dr. Grant share their experiences founding the Debriefing Academy, a pivotal initiative aimed at refining facilitation and communication skills among simulation educators. This episode highlights the pressing need for continuous faculty development to elevate healthcare programs and ultimately enhance patient care.
Facing the challenges of faculty development head-on, we explore how the Debriefing Academy is making strides to overcome the traditional barriers of conference-centric learning. Discover the motivation behind their innovative resources, like the Master Debriefer course, designed to empower educators to implement meaningful change in their simulation programs. By offering comprehensive learning opportunities outside conventional settings, these initiatives foster a shared mental model among educators, promoting a unified and advanced approach to simulation education. Listen to heartening stories of educators who have transformed their professional practices by applying the course teachings, proving the real-world impact of these development programs.
Experience the global expansion of simulation training as we delve into initiatives like the Academy Archive and its subscription-based service offering worldwide access to professional development. Dr. Cheng and Dr. Grant explain how the virtual courses, enriched by diverse international perspectives, are tailored to meet varied educational needs. With a focus on accessibility and affordability, these programs provide a flexible learning environment with interactive exercises and small group discussions. We discuss how this pioneering platform accommodates different roles within simulation centers, from operations to leadership, by offering modules on essential topics led by renowned experts. Tune in to learn how these initiatives are reshaping the landscape of healthcare simulation education around the globe.
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That's U-B-I-S-I-M-V- do com.
Welcome to The Sim Cafe, apodcast produced by the team at
Innovative Sim Solutions.
At Innovative Sim Solutions,edited by Shelly Houser.
(01:08):
Join our host, deb Tauber, asshe sits down with subject
matter experts from across theglobe to reimagine clinical
education and the use ofsimulation.
So pour yourself a cup ofrelaxation, sit back, tune in
and learn something new from TheSim Cafe.
Sit back, tune in and learnsomething new from The Sim Cafe.
Deb Tauber (01:28):
Welcome to another episode of The Sim Cafe, and
today we are so fortunate we'regoing to have Feroo z, who's
going to be co-hosting today.
So thanks, Ferooz.
And we have Dr Adam Cheng andDr Vincent Grant who are going
to be enlightening us todayabout the Debriefing Academy and
all things simulation.
(01:49):
So thank you and welcome.
Ferooz Sekandarpoor (01:52):
Thank you, Deb, and I'm so glad to be a
part of this podcast episodethis time and happy to talk to
two of my great friends that Ihave known them for a long time.
So, Dr Cheng and as well as DrGrant, so welcome both of you to
this podcast and, if you don'tmind, adam, start with you for
(02:13):
those of our listeners that theydon't know you, if you can
introduce yourself.
Adam Cheng (02:18):
Yeah, thanks, Ferooz , and thanks for having us on
the podcast today.
My name is Adam Cheng.
I'm a pediatric emergencyphysician, as well as a
simulation educator andresearcher.
My interests lie in cardiacarrest, resuscitation,
debriefing, simulation,education and, more recently,
immersive technology and the useof augmented reality and trying
(02:41):
to improve outcomes fromcardiac arrest, and so, yeah,
I'm super excited to be here.
I look forward to chattingabout faculty development and
debriefing, and you know how wecan work together to deliver
optimal training opportunitiesfor our simulation educators.
Ferooz Sekandarpoor (02:58):
Fantastic.
Thank you, Dr Chang.
Vincent Grant (03:01):
Well, let's just let's dispense with those
formalities for us.
Thank you, can call me Vince,please.
So my name is Vince Grant.
I am an emergency physician whoworks out of Calgary, alberta,
canada, and I've had I had thegreat opportunity to meet up
with Adam 15 plus years ago, youknow with common interest in a
(03:22):
lot of the things that we workon in terms of education,
faculty development,particularly around simulation.
So and I mean all this hasstemmed from those kind of
fruitful years of workingtogether.
So my interests lie inprofessional development for
health educators, a lot of workaround simulation and debriefing
facilitation skills.
(03:43):
I also do a little bit of workin feedback as well as some
mentoring work.
So those are kind of my keyinterest areas.
So this work that Adam and Ihave created has really spawned
out of that mutual interest.
And you know how do we createbetter facilitators, I mean for
simulation in the context we'retalking today, but even in
(04:04):
general, just bettercommunicators, and so you know,
a lot of this work kind of stemsfrom that.
So happy to be here, thanks forhaving us, and look forward to
the conversation.
Ferooz Sekandarpoor (04:12):
Thank you very much.
So I think many of our audiencemay have heard of Debriefing
Academy that's.
I think that's where you a lotof people know you guys through
that work as well, and I think,for those of the audience that
they don't know, the BriefingAcademies and Online Academy
that offers a lot of facultydevelopments.
(04:33):
I think we're going to focus alot of our questions and talk
around faculty development todayand we can get to know more
about your work that you havedone, and so, Deb, you have your
first question for them.
Deb Tauber (04:48):
Sure.
So why do you and this one,Adam, this one's for you why do
you feel that facultydevelopment is important?
Adam Cheng (04:57):
Yeah, as we all know I think you know we're immersed
in this rapidly evolving fieldof healthcare simulation, and if
I just think back to 15, 20years ago, things have changed a
lot over that period of time,not just in terms of the
technology, but also in the waythat we think about core
concepts of learning and how wetrain our educators, and so,
(05:19):
because there are new conceptsemerging, it's particularly
important that educators withinsimulation programs speak the
same language.
They're familiar with the sameconcepts and familiar with the
same frameworks.
They're trying to apply thesesame things to deliver the
highest quality educationpossible, and hospitals, who are
(05:41):
investing their resources todeliver simulation, they're
trying to get the most out oftheir programs and they're
trying to maximize learning andoptimize outcomes, and one of
the most efficient ways of doingthat is to ensure that your
educators are highly trained,and so it's imperative, in my
opinion, that simulationprograms offer longitudinal
(06:02):
faculty developmentopportunities for the educators.
Ferooz Sekandarpoor (06:13):
That's great.
Well, speaking of thosetraining, what are the main
challenges right now that areencountered by these simulation
programs that they're trying tooffer faculty?
Well, I think there's a couplethings there I think you know.
The first is access.
I think Adam kind of talkedabout it a bit there.
You know, if you're waiting forone of the main simulation
conferences to occur in NorthAmerica or around the world,
you're waiting a long time tostart to get at some of the
(06:35):
opportunities to learn facultydevelopment.
So then you're stuck reallylooking out there for either
courses or programs that existor a lot of programs decide.
Well, maybe this is somethingwe can do ourselves and start to
figure out what their capacityis to teach those facilitation
skills.
And you know, adam and I havebeen at this for 20 years and
we've made a lot of mistakes andwe've built some programs where
(06:57):
kind of faculty development,professional development, was at
its core, and so a big part ofthat is how do we make this more
accessible?
And I think, as we unravel kindof some of the things we're
going to talk about in this, inthis podcast, we'll get at how
we think we've tried to fill thegap in terms of that ability to
get education to those thatneed it.
(07:18):
I think Adam said it really wellit's an evolving field and when
we both learned how to dodebriefing.
You know there was really not alot of options out there and we
learned one method or onetechnique, and what we learned
over time was there were manydifferent contexts that those
methods or techniques didn't fitinto, and and our journey here
has been really to discover newways of facilitating, new tools
(07:42):
to use, bringing ways offacilitating new tools to use,
bringing ideas in from otherareas the business management,
like negotiation skills, familytherapy and other kind of areas
of psychology, like there's somany different things that we've
kind of brought into ourthinking, and really our goal
with the Debriefing Academy islike to share those with
(08:02):
everyone so that we can elevateeveryone out there that's doing
facilitation, and then forprograms, as you kind of go back
to that, I think the big thingis let us be a part of the
solution that you have to theproblem that you've identified,
which is the development of newsimulation facilitators, but
then the ongoing professionaldevelopment of those same
(08:23):
facilitators, and so I thinkthat's one of the biggest
driving factors towards whywe've created this.
I think it's just thataccessibility making it cutting
edge, and we've been lucky togrow a group of educators that
are, you know, internationallyknown in their field.
They're the ones doing thecutting edge publishing, whether
it's research or just even asthey think about the.
(08:44):
You know the areas that they'resharing and we've been able to
get all those folks you know tobe part of this family and I
think it really makes it a richresource for anyone out there
looking for this kind ofeducation.
Yeah, thank you.
I think my next question wouldhave been what is the motivation
behind the Debriefing Academythat was born out of these needs
?
Uh, so you already answered.
(09:06):
So you know you wanted to makeit accessible to people and make
it for people to not wait ayear to go to a conference to be
able to attend some latest andgreatest of these.
You know, research that is done, but so I think that's that's
what you guys are doing.
Adam Cheng (09:21):
So, um, yeah, yeah, through, if I cruise, if I can
just add to that.
I think you know one of thechallenges, I think, is that one
of the primary modes of accessto faculty development is
conferences and, as we all know,when you attend conferences
what you're doing is you'reobtaining content in a very
piecemeal manner, and so you geta little bit of information
(09:42):
about one topic here and thenyou get a little bit of
information about one topic hereand then you get a little bit
(10:03):
of information about one topichere.
So that's one challenge, becausethen your faculty learn at the
same time and learn the sameconcepts so that they can then
bring it back to your programand work together to implement
changes.
If you only have one or twofolks attending one conference
on standardized, one workshop onstandardized patients and they
have two others attendinganother workshop on augmented
(10:25):
reality and then another personattending a workshop on patient
safety, like it's hard to getall five of those folks together
to work seamlessly to advanceall three of those areas because
they didn't receive all thesame content right.
And so what we're trying to dois we're trying to create what
we believe is an opportunity anda place for educators to come,
(10:48):
learn together, but also learnall the same content and then
gather back together to reflecton that content so that they can
make changes within theirprograms that are going to be
truly lasting and impactful.
Deb Tauber (10:59):
What I hear you describing is essentially a
shared mental model, and as youcreate this shared mental model,
you can really move yourorganization much quicker
through all the different stagesof learning.
Ferooz Sekandarpoor (11:13):
Yeah, that's great.
I mean.
So I, Adam, maybe just you cananswer this question.
Is so, if you can describe,like what the master debriefing
course, that uh debriefingacademy, offers, what this
entails like, can you justdescribe for those never taking
this course, and what is itdifferent from other courses
(11:36):
that are offered?
just to let you know I justrecently took a course uh, a
facilitator course at thelionsgate Hospital here in BC,
British Columbia and all of thecontents was coming from you
guys.
So, like they were referring todebriefing academy, to pearl
term and all of those things, soyou guys inspired a lot of, and
(11:56):
a lot of those people that areteaching now took your course
and and they're all nowdebriefers.
So I wanted to know what theoriginal course would look like,
and that is what you are nowbecoming familiar with.
Adam Cheng (12:12):
Yeah.
So through the DebriefingAcademy, you have the
opportunity to access courses,to support, to adjust the needs
of simulation educators, and soone of the main courses that we
offer it's called the MasterDebriefer course, and this is a
course that's delivered eitherin person or can be delivered
virtually over Zoom.
We offer it four times a yearover Zoom, and this course was
(12:34):
really designed to be the go-tocourse for both novices as well
as expert debriefers, to come toreinforce some of the
foundational principles ofdebriefing, but also to learn
more advanced techniques to beable to optimize their skills
and to expand their debriefingtoolbox.
And so when you come and takethis course, you're going to get
(12:57):
to learn from faculty who havepublished some of the Sentinel
papers in debriefing.
I think that's one of the keystrengths of this course is you
get to learn from thoughtleaders from all around the
world.
We have faculty from NorthAmerica, from Europe, from
Australia, from Asia, and we'rereally pulling from their
collective expertise to be ableto offer a very broad and
(13:19):
diverse picture of debriefingwhich is not centered just
around one specific model or onespecific strategy.
What we're trying to do iswe're trying to train debriefers
who are dynamic, who areflexible, who have the ability
to be adaptive and modify andadjust their debriefing
strategies and techniques to thespecific context that they're
(13:39):
teaching in.
And I think that's what reallysets this course apart from some
of the other courses that areout there is that we're trying
to promote flexibility andadaptability and in doing so, we
want to be able to offervarying, different viewpoints
from different schools ofthought from all around the
world.
Vince, maybe I missed a coupleof things.
(13:59):
Do you have anything to add tothat?
Vincent Grant (14:01):
No, I would say.
I think the key there is justthat the toolbox.
I think Adam referred to it andI think what we want people to
leave is just to understand thatthere are so many different
contexts for when you might usean approach or a tool or, you
know, in the situations they'redynamic, they change, and so
what happens is a lot of peoplelearn one technique and then
(14:23):
they feel stuck because thetechnique just doesn't apply to
certain situations.
And so, as we put this coursetogether the Master Debriefer
course, it was really aroundwhat are all the tools that we
need someone to learn so theycan manage everything, from even
setting expectations andcreating what feels like a
psychologically safe environmentfor the learners to be able to
(14:44):
reflect and share, but all theway through to tools that you
can use when you're faced withdifficult emotion or a difficult
debriefing situation and likeeverything in between, whether
you have a co-facilitator whereyou're trying to be more
learner-centered, and so each ofthese is built to help to just
create more of a toolbox that'sjust filled with these tools.
(15:05):
And, as Adam said, and I thinkthat's the key point is how to
make people more adaptive, sothey're just not always thinking
the same technique.
They almost approach it like ablank slate and then the
learners help them take it in adirection.
But they are prepared to handlethat situation, no matter where
it comes.
Ferooz Sekandarpoor (15:21):
So, basically, it's a very
customizable course as well forthe needs of the people that are
taking this.
That's fantastic.
Good to know all of this.
And how long is the course, bythe way, just like when they are
taking it virtually or inperson?
Vincent Grant (15:35):
th duratio o the virtual online course currently
sits at seven weekly episodesthat last two and a half hours
each, very interactive like.
It's this combination of alittle bit of you know, a
didactic little framework justto kind of you know, frame the
situation up or frame the themeup, and then a lot of small
(15:56):
group exercise, a lot of roleplay, trying it out, giving each
other feedback and just reallylearning through doing so.
One of the things I love aboutit is how interactive and
engaging the course is and, tobe honest, with you teaching it,
it seems like at first blushyou're like seven weeks, man.
That seems like a lot, but I'lltell you we're doing a course
right now.
It's flying by and the level ofengagement with learners is
(16:19):
what really it fills my bucket.
So I actually love teaching thecontent because everyone's
excited and they're all learningtogether.
Now, that's the online version.
There is an in-person versionas well, which typically lasts
three days.
We try to be flexible withgroups.
If we get invited to, let's say, give a course for certain
groups, and we try to tailor ita little bit to the local needs
(16:39):
potentially, but also within theframework of what's in the
course, and so having thatability to do both in-person
courses and virtual just allowsus again to make it more
accessible to everyone that'sout there, because we know
travel budgets are tight, weknow it's difficult sometimes to
be able to bring in a course toyour environment or to send
your learners to other places totake a multi-day course, and so
(17:03):
we've kept that flexibility byoffering the virtual option,
which has been very popularbecause it really allows anyone
from all over the globe toattend these courses.
Deb Tauber (17:12):
Now, Adam, when you guys do the virtual ones, do
people come from all over or,generally, does one organization
just send all their people tothe course?
Adam Cheng (17:23):
Yeah, great question .
We've had people come from allover the world, I think.
If we look at our website, www.
thebriefingacademy.
com.
, I think we're up to 26 or 27countries who've had
participants, from every singlecontinent really, and so that
just adds to the diversity.
We love it when we have peoplecoming from all over the world
(17:46):
sharing their own personalexperiences.
It adds to the diversity.
We have a lot to learn from allthe participants.
We have discussions aboutcultural differences and
expectations, or differencesbetween professions or different
types of hospitals, but alsothe various different frameworks
that people have used or havebeen taught and how they might
be applicable in certainsituations, and so lots of
(18:06):
richness there to be had whenwe're learning from others.
We've had many programs sendlarge groups of educators to
take our courses, and thebenefit, of course, is that they
all learn the same content andthey all leave knowing the same
content.
Of course is that they alllearn the same content and they
all leave knowing the samecontent.
What we try to do is we try toprovide opportunity for them to
be mixed into different smallgroups so that they can always
(18:27):
learn from other people as wellwhat's the typical size of the
class?
Vincent Grant (18:33):
uh, the master d river course.
We, we don't set a limit on it.
I think our sweet spot, deb, isto be around 24 folks.
We try to maintain because wedo.
We try to maintain because wedo a lot of interactive
exercises and we do a lot ofsmall groups and a lot of role
play.
We try to have a really highfacilitator to learner ratio.
So we'll often have eightfacilitators for the course,
(18:55):
like eight folks from thedebriefing academy that teach
one of these courses, and sothat sweet spot tends to be
around 24.
And that way we can break into,you know, four groups of six
and there's lots of opportunityto practice, there's lots of
opportunity to engage inconversation and discussion
about these topics.
But, you know, we'll expand it.
We'll expand it when need be.
So if we have groups that wantto teach a few more, we're open
(19:15):
to that as well, and I think thebig thing is just to try to
keep it a great experience foreveryone, and we've been
fortunate to be running thesecourses now this course in
particular since 2019.
And the feedback is alwaysamazing to get back from the
learners and to hear the storiesof how they're incorporating
what they've learned and thefact that they've told more
friends and then they come tothe course and one of the neat
(19:37):
things about our internationalcommunity is that we'll
sometimes have people attendthis course that are awake in
the middle of the night and theyjust love it and they're happy
to either stay awake or get upearly just because they want to
be able to access it and they'rereally engaged in those
conversations.
So it makes it a lot.
Like I said earlier, it makesit a lot of fun to do.
Deb Tauber (19:55):
Vince.
Do you have a favorite story?
Vincent Grant (19:58):
Oh gosh, that's a great question.
You know, I think the store,the things that I love the most,
are finding out.
What will typically happen, tobe honest, is I'll be at a
conference like IMSH or CSAM orsomething and I'll run into
someone.
That it's hard sometimes in thevirtual world because all you
get is a face.
So you know, sometimes theheight of someone changes and
(20:19):
you just don't recognize them.
But all people that come up thathave say they've taken one of
our courses and how deeplyimpacted they were by what they
learned and even at the timethey don't really appreciate.
I guess they're learning andthey're just trying to
assimilate it and they're tryingto think about it, but then
they go out and they actuallyencounter situations.
So one of my favorite areas toteach around is difficulty
(20:39):
briefing situations and I'llhave people that in the course
will be like I could nevermanage an argument between two
of my learners.
But I'll have them come back andtell me in a really acute
setting where they had a fewdifferent people on their team
that were really getting into abit of an active argument and
they were like I kind of took adeep breath, kind of swallowed
(21:02):
hard and I just tried thesetools out, and then they'll say
like I couldn't believe how wellit worked, because what they
reflect on is that it all soundseasy in the chorus, but I don't
know if this is going to workwith my group and my
environments.
But it's actually the flip isthat people will be like, yeah,
that was amazing how that worked.
And you know, I mean, like Isaid, it's not.
(21:22):
These aren't original ideasfrom us.
We just pull from all theseother areas and and sectors
where communicating is soessential at its core, and so,
yeah, the stories like that arethe cool ones for me, where you
know, you get to meet peopleafterwards and and they're just
so excited to continue thatjourney because they've learned
something that is transformative, which is, I think it's really
(21:42):
cool.
Deb Tauber (21:43):
Yeah, thank you.
Thank you.
What about you, Adam?
Do you have a favorite story?
Adam Cheng (21:47):
Yeah, I have a couple actually.
So there have been a fewparticipants who took our in
person course, which was firstdelivered four or five years ago
, who loved it so much that theyactually retook the course when
it was offered as a virtualcourse and then brought all
their friends, and so that wasjust, you know, quite humbling
for us, to be honest, to to knowthat people were wanted to take
(22:09):
the course more than once justbecause they thought that they
had they'd like anotheropportunity to be engaged in the
community and to fine-tune andrefine their skills.
So that was a lot of fun to seethose folks again.
And the other was which hasbrought immense sense of pride
and gratification was that we'vehad several folks who have
(22:29):
taken the course who are nowfaculty with us and they're just
absolute superstars.
Like the moment that we startedto interact with them, we knew
that they were superstars, andnow that they're our colleagues
and teaching with us, that justsort of validates those initial
thoughts.
So that's just been reallyexciting to be able to have them
on board with us and just seethem grow, share all their
knowledge and expertise fromcourse to course.
Ferooz Sekandarpoor (22:54):
I was in 2022,.
I was in Saudi Arabia in theirsimulation conference and then
someone said where are you from?
I said I'm from Canada.
Oh, I just took recently, justa course from your Canadian
fellows, like you know, I said.
I said we took a debriefingacademy course for our team and
Adam Chang was one of theinstructor.
(23:14):
Do you know him?
I said I definitely know him.
So, yeah, you can see that,even around the world that I met
a couple of people.
They have taken new courses, sodefinitely it's a great impact
on the entire community.
Just another thing I heardabout Academy Archive.
Is this a new branch ofDebriefing Academy?
(23:35):
If you can just tell us alittle bit more about this new
initiative that you started Ithink I saw you guys at IMSH as
well.
You had a booth there last yearand the launch of Academy
Archive, and I want to know moreabout and I'm sure the audience
are looking forward to knowmore about that what it is Vince
(23:55):
, if you can.
Vincent Grant (23:58):
Yeah, happy to share.
And just I'll throw a smallnote in there too that we'll be
back at IMSH this year.
We will have a booth in theExpo Hall, so please drop by to
say hello and bring anyquestions that you have.
After having listened to thispodcast on SimCafe from a lot of
people that we were engagingwith around faculty development
(24:21):
in simulation, education andjust this difficulty sometimes
with synchronous learning, so,like I love the idea of learning
about these different elementsand facets, but I I can't devote
the time to a course I wishthere was something that was
more asynchronous and so saidthere is no reason that all of
(24:41):
this can't be developed in anasynchronous fashion.
So we endeavored on this newopportunity called the Academy
Archive.
So it's www.
academyarchive.
com and what it really is is asubscription-based service to
everything simulation.
So it's a one-stop shop foreverything simulation.
You're developing a program andhow to put it together, maybe
(25:02):
some basic fundamentals aroundsimulation all the way to.
I'm in charge of operating aprogram or leadership in
simulation, or I've been taskedwith developing a research
program or I just I want tolearn these like really advanced
debriefing skills.
So really, if you go look, it'sjust a one-stop shop for every
topic that you can imagine insimulation immersive
(25:24):
technologies, patient safety,using systems, integrate,
simulates for systemsintegration, like it's really
all there.
And so it just allows thatability for us to create courses
that are in bite size.
And you guys will appreciatethis, the fact that you shoot
podcasts we just try to makeeverything a little bite-sized.
So each course that we offer ismade up with a bunch of modules.
(25:45):
Each module has a bunch oflittle lesson types.
The lessons could be a coffeechat between two of our experts
talking about one element of amodule, a lesson.
In their course there's somereference to literature.
They might have a little bit oftime to journal chat.
They bring, like the like, aconcept overview of all of the
main Kind of things to thinkabout in each of these topic
(26:07):
areas, and so it's all there asbite-sized little pieces and
basically people work throughthese Lessons and work through
these modules and they get allthe content.
They take a quiz, they get acertificate and so it just it
makes it, I, a little moreapproachable again, probably
from a time point where someonecan subscribe and then they can
(26:29):
just do it at their leisure andthey can work through these
different modules and lessons.
Deb Tauber (26:31):
How long does the subscription last?
Do you have to do it for acertain amount of time or?
Adam Cheng (26:36):
Yeah, so the subscriptions are annual
subscriptions, and so, as anindividual, you can subscribe,
or if you're, say, a programdirector simulation program
director you can subscribe as aninstitution for a certain
number of users within yourinstitution, and so that can be
customized, of course, to thenumber of users 5, 10, 25, 100,
(26:58):
however many you need.
The benefit, of course, is thatit allows you to tailor the
education to your needs.
And so, for example, we'll haveprograms subscribe as
institutions for 10 educatorsand they just don't have the
time and the energy to run anadvanced debriefing course.
All of them have receivedfoundational training in
(27:21):
debriefing, but they don't havethe time and energy to run an
advanced debriefing course.
They don't have the budget tosend all 10 of their educators
to take an advanced debriefingcourse, because that would be
lots of money, as we all know.
And so, instead, they subscribeto the Academy Archive.
We have a course on advanceddebriefing, and the program
director might say to theireducators OK, we'd love for you
to complete modules one and twoby the end of the month, and
(27:43):
then let's sit for an hour anddiscuss some of these skills and
practice them together.
And so, basically, what we'reallowing is for these educators
for their directors to uploadthe faculty development
responsibility to their websiteand their educators come, they
log, log in, they learn all thesame content through videos and
(28:04):
checklists and blueprints andpractice activities and then, uh
, and then they can follow alongand learn together as a group.
And then, of course you know,right now we have six courses
online.
Within the next few months wehope to have around 10 to 12
courses up and that will addressthe entire laundry list of
needs of any simulation or anyhealthcare simulation program.
Ferooz Sekandarpoor (28:30):
So the people that subscribe would get
any new modules that is going tobe developed as well and added
to the to the list of existingcourses, so they will be still
receiving those courses as well.
Vincent Grant (28:43):
Absolutely they will, and that's the beauty of
getting the modules up as soonas we can.
So, as I mentioned, we probablyhave a list of about 15 courses
overall that we're going todevelop in this initial phase,
and so we have invited againexperts in these fields that are
well known internationally thatare helping to develop that
content and teach the content,and so we're working with all of
(29:04):
those experts to try to getmodules up.
As Adam said, there's about sixcourses up right and a couple
of them are fully complete and afew of them are where you have
modules going up as they'rebeing created.
But there's a big especially inthis next 12 months.
There's going to be a biguplift in terms of what's
available there, and even intothe future we will come up with
new ideas for themes or topicsor courses as they come up, with
(29:29):
new ideas for themes or topicsor courses as they come, and we
will also work with the existingfaculty to add additional
modules in those areas ifsomething comes up that is
identified as a need.
Ferooz Sekandarpoor (29:37):
I just checked the pricing on this.
It's very in power with.
A lot of people can afford this, even using their PD fund
professional development fund todo it, even individually if
they wanted to maintain theirknowledge.
I think me at university herein BC.
I've got about $700 a year tospend.
(29:57):
I think it's $250 is a goodprice to even just have that.
It's Canadian, by the way, so$249 Canadian.
When people access this fromthe US, they get the US price
for it.
It's a lot cheaper than it'sgoing to be.
Vincent Grant (30:13):
Yeah, it's set up to be approachable in that way
from both the US and Canada andthen internationally, I think,
through US dollars.
I think the big thing Spruce I'mglad you brought that up is
that you know for this.
I mean the big thing is islet's create a platform to run
this on, so there's a custombuilt learning management system
(30:33):
to host the course, and let'skeep it in a way that makes it
fresh and accessible.
And so I think for Adam and I,I mean one of the driving forces
is and I mentioned this earlieris just accessibility.
So let's make it accessible bybeing fair on what the worth is
right, just to get more peoplein the community, get more
people learning these kind ofareas and topics, and let's keep
(30:54):
it in a way that it adds to theprofessional development that's
out there, which is, overall,I'd say, lacking.
And so if there's a way we canhelp people again to grow their
programs, to grow their ownpractice as you know,
simulationists I mean that'swhat we want to be for this
community I totally agreebecause I think this is great.
Ferooz Sekandarpoor (31:16):
I help a lot of simulation centers for
the years and one thing is just,you know, it's just not only
the faculties people say youknow, we are onboarding a new
semtex, there's an, an operation, there's a person, there will
be a coordinator.
So this platform offers nowthat one tourniquet or one
location that you can learndifferent type of skills and
(31:37):
information and in the past youhave to go too many places to
just bring that individuals onboard.
Where here now I think you cansee the flavor of all those
content that is relevant torunning a simulation center from
all aspects.
Adam Cheng (31:52):
So yeah, yeah, that was certainly intent, fruits.
I'm glad you brought that up.
I mean, I think, as Vince said,accessibility is key to us.
We don't want folks just fromdeveloped countries to be able
to have access.
We want people from all aroundthe world, doesn't matter where
you're from.
We want them to be able to haveaccess.
We want people from all aroundthe world, it doesn't matter
where you're from.
We want them to be able to haveaccess.
And the key is now they getaccess to some of the main
thought leaders in healthcaresimulation in the world.
(32:14):
And so, for Ferooz, you're oneof the faculty on the
simulation operations course andyou've teamed up with Nick
Brower, your buddy, to deliver acourse on simulation operations
.
And so, if you want to learnhow to you know what it takes to
be a SimOps specialist.
You know how to set up your AVtechnology in your simulation
program, how to design asimulation center, what sort of
(32:37):
skills to look for when you'rehiring for different people
within your simulation program.
I mean, that's just a smallsampling of the types of content
that's within the simulationoperations course, just very
practical, pragmatic advice fromthought leaders in the world.
On the other hand, we're havinga course come online soon on
simulation leadership, and thatcourse is going to be run by KT
(32:58):
Waxman and Pam Jeffries, bothnursing simulation leaders, who
have been at it for 25 to 30years each collectively had led
simulation programs and master'sprograms and PhD programs and
international societies.
So, drawing from their wealthof expertise, they're going to
provide some guidance and adviceon how you can build a career
(33:19):
in simulation, how to identifyand get the most out of
leadership opportunities, how tosort of maximize your
leadership skills, etc.
Cetera.
So not only do we want toprovide access, but we want to
provide access to the experts,and I think what we've done is
we've built a team here who webelieve are true experts in the
field, who published extensively, who've held leadership
(33:40):
positions in all sorts ofsocieties and organizations, who
are really challenged with thetask of delivering content which
is super practical,evidence-based, but also super
practical so that people canmake and implement changes
immediately.
Ferooz Sekandarpoor (33:56):
I see there's a link from the Academy
Archive to Debriefing Academyand from debriefingacademy.
com.
There's a link so that ouraudience can find both websites.
Deb Tauber (34:08):
And we can put those in the show notes too, so the
learners can yeah, listeners canfind that.
Ferooz Sekandarpoor (34:14):
Well, that's great.
Thank you very much, Adam andVince.
I think that was a greatconversation, a lot to learn,
even knowing a little bit aboutboth of these services that you
have.
But still, I learned a lottoday even from this
conversation.
I think I'm sure most of ouraudience and listeners also get
to check these great resourcesout there.
Deb Tauber (34:39):
Thank you.
Any closing thoughts?
Adam, do you have any closingthoughts for our listeners?
Adam Cheng (34:45):
No, I mean thanks, guys, for the opportunity to
chat today.
You know, whether you decide toaccess some of the resources we
shared today or look elsewhereto access resources, you know, I
do think that this notion offaculty development is so key
and central to ensure thathealthcare simulation programs
are really making a difference.
Oftentimes, it's the very lastbudget line, if it even gets
(35:09):
included on the budget at all,and so let's not make faculty
development afterthought.
Let's, you know, put it at theforefront, let's value our
facilitators and educators andlet's support them in being able
to make a difference within ourprograms.
Deb Tauber (35:24):
Thank you.
How about you Vince Anything?
Tha y, h abo y Vi Anythi?
Yeah, one last thing I'll throwout there for anyone that's
interested is if they want tojust go check out the website.
We have a new dimension, Iguess, to the website called
InfoQuips, where we have createda free online resource of a lot
of the thinking that goes intosome of our courses.
(35:44):
So we've created some greatvisuals that people can go and
check out, and it'll really itjust it's another way we can
interface with the community.
So all we would ask when you isyou sign up for to be on our
kind of email list, but for thatyou'll have access to a broad
range of these info quips, theselittle targeted teaching
(36:05):
moments in a lot of differentareas, and so I would just
suggest people go by the websiteand just check it out, and even
if they, you know, are from aprogram that may not have the
money to help support theirfaculty development, there is
some free resources there thatthey can access to help again on
their journey as simulationfacilitators and debriefers.
Thank you.
(36:25):
So you're saying that there'sfree materials up on the www.
thedebriefingacademy.
com?
Vincent Grant (36:35):
Yeah, there sure is.
There's a place on the bannerwhere it says info quips and,
like I said, all you need to dois type in your email and you
can get a look at some of these,like these teachings and
visuals that we've put togetherfor the community of these, like
these teachings and visualsthat we've put together for the
community.
Deb Tauber (36:48):
Thank you, Fe.
Any closing thoughts?
Ferooz Sekandarpoor (36:50):
Oh, thank you.
I'm so excited about these newresources that are available for
our community.
As you know, we serve both ofus serve for our community
globally and internationally, sowe just want to make sure that
these sort of resources areknown to our community, and
that's why we brought both Adamand Vince to just tell us about
(37:13):
these two great websites andlook forward to seeing them in
person at iMessage.
I can't wait for that.
And, yeah, thank you very muchfor letting me co-host with you,
deb.
Deb Tauber (37:27):
Thank you and happy simulating.
Disclaimer/ UbiSIM Ad/ I (37:31):
Thanks again to UBSIM for sponsoring
this week's podcast.
Ubsim virtual realitysimulation platform is
redefining nursing education.
Learn more at UbiSIMvr.
com.
Thanks for joining us here atthe Sim Cafe.
(37:56):
We hope you enjoyed.
Visit us at www.
innovativesimsolutions.
com and be sure to hit that likeand subscribe button so you
never miss an episode.
Innovative Sim Solutions isyour one-stop shop for your
simulation needs A turnkeysolution.
The views and opinions expressed in
this program are those of thespeakers and do not necessarily
reflect the opinions orpositions of anyone at
Innovative Sim Solutions or oursponsors.
This week's podcast issponsored by UbiSim.
The UbiSim virtual realitysimulation platform is
evidence-backed and designed bynurses for nurses, with
(00:24):
reflective questions based onthe PEARLS debriefing framework,
the UBSIM helps nurses buildclinical judgment, confidence
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Recognized as Time BestInvention of 2024, Ubsim is
redefining nursing education.
Learn more at UBSIMVR.
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(00:45):
That's U-B-I-S-I-M-V- do com.
Welcome to The Sim Cafe, apodcast produced by the team at
Innovative Sim Solutions.
At Innovative Sim Solutions,edited by Shelly Houser.
(01:08):
Join our host, deb Tauber, asshe sits down with subject
matter experts from across theglobe to reimagine clinical
education and the use ofsimulation.
So pour yourself a cup ofrelaxation, sit back, tune in
and learn something new from TheSim Cafe.
Sit back, tune in and learnsomething new from The Sim Cafe.
Deb Tauber (01:28):
Welcome to another episode of The Sim Cafe, and
today we are so fortunate we'regoing to have Feroo z, who's
going to be co-hosting today.
So thanks, Ferooz.
And we have Dr Adam Cheng andDr Vincent Grant who are going
to be enlightening us todayabout the Debriefing Academy and
all things simulation.
(01:49):
So thank you and welcome.
Ferooz Sekandarpoor (01:52):
Thank you, Deb, and I'm so glad to be a
part of this podcast episodethis time and happy to talk to
two of my great friends that Ihave known them for a long time.
So, Dr Cheng and as well as DrGrant, so welcome both of you to
this podcast and, if you don'tmind, adam, start with you for
(02:13):
those of our listeners that theydon't know you, if you can
introduce yourself.
Adam Cheng (02:18):
Yeah, thanks, Ferooz , and thanks for having us on
the podcast today.
My name is Adam Cheng.
I'm a pediatric emergencyphysician, as well as a
simulation educator andresearcher.
My interests lie in cardiacarrest, resuscitation,
debriefing, simulation,education and, more recently,
immersive technology and the useof augmented reality and trying
(02:41):
to improve outcomes fromcardiac arrest, and so, yeah,
I'm super excited to be here.
I look forward to chattingabout faculty development and
debriefing, and you know how wecan work together to deliver
optimal training opportunitiesfor our simulation educators.
Ferooz Sekandarpoor (02:58):
Fantastic.
Thank you, Dr Chang.
Vincent Grant (03:01):
Well, let's just let's dispense with those
formalities for us.
Thank you, can call me Vince,please.
So my name is Vince Grant.
I am an emergency physician whoworks out of Calgary, alberta,
canada, and I've had I had thegreat opportunity to meet up
with Adam 15 plus years ago, youknow with common interest in a
(03:22):
lot of the things that we workon in terms of education,
faculty development,particularly around simulation.
So and I mean all this hasstemmed from those kind of
fruitful years of workingtogether.
So my interests lie inprofessional development for
health educators, a lot of workaround simulation and debriefing
facilitation skills.
(03:43):
I also do a little bit of workin feedback as well as some
mentoring work.
So those are kind of my keyinterest areas.
So this work that Adam and Ihave created has really spawned
out of that mutual interest.
And you know how do we createbetter facilitators, I mean for
simulation in the context we'retalking today, but even in
(04:04):
general, just bettercommunicators, and so you know,
a lot of this work kind of stemsfrom that.
So happy to be here, thanks forhaving us, and look forward to
the conversation.
Ferooz Sekandarpoor (04:12):
Thank you very much.
So I think many of our audiencemay have heard of Debriefing
Academy that's.
I think that's where you a lotof people know you guys through
that work as well, and I think,for those of the audience that
they don't know, the BriefingAcademies and Online Academy
that offers a lot of facultydevelopments.
(04:33):
I think we're going to focus alot of our questions and talk
around faculty development todayand we can get to know more
about your work that you havedone, and so, Deb, you have your
first question for them.
Deb Tauber (04:48):
Sure.
So why do you and this one,Adam, this one's for you why do
you feel that facultydevelopment is important?
Adam Cheng (04:57):
Yeah, as we all know I think you know we're immersed
in this rapidly evolving fieldof healthcare simulation, and if
I just think back to 15, 20years ago, things have changed a
lot over that period of time,not just in terms of the
technology, but also in the waythat we think about core
concepts of learning and how wetrain our educators, and so,
(05:19):
because there are new conceptsemerging, it's particularly
important that educators withinsimulation programs speak the
same language.
They're familiar with the sameconcepts and familiar with the
same frameworks.
They're trying to apply thesesame things to deliver the
highest quality educationpossible, and hospitals, who are
(05:41):
investing their resources todeliver simulation, they're
trying to get the most out oftheir programs and they're
trying to maximize learning andoptimize outcomes, and one of
the most efficient ways of doingthat is to ensure that your
educators are highly trained,and so it's imperative, in my
opinion, that simulationprograms offer longitudinal
(06:02):
faculty developmentopportunities for the educators.
Ferooz Sekandarpoor (06:13):
That's great.
Well, speaking of thosetraining, what are the main
challenges right now that areencountered by these simulation
programs that they're trying tooffer faculty?
Well, I think there's a couplethings there I think you know.
The first is access.
I think Adam kind of talkedabout it a bit there.
You know, if you're waiting forone of the main simulation
conferences to occur in NorthAmerica or around the world,
you're waiting a long time tostart to get at some of the
(06:35):
opportunities to learn facultydevelopment.
So then you're stuck reallylooking out there for either
courses or programs that existor a lot of programs decide.
Well, maybe this is somethingwe can do ourselves and start to
figure out what their capacityis to teach those facilitation
skills.
And you know, adam and I havebeen at this for 20 years and
we've made a lot of mistakes andwe've built some programs where
(06:57):
kind of faculty development,professional development, was at
its core, and so a big part ofthat is how do we make this more
accessible?
And I think, as we unravel kindof some of the things we're
going to talk about in this, inthis podcast, we'll get at how
we think we've tried to fill thegap in terms of that ability to
get education to those thatneed it.
(07:18):
I think Adam said it really wellit's an evolving field and when
we both learned how to dodebriefing.
You know there was really not alot of options out there and we
learned one method or onetechnique, and what we learned
over time was there were manydifferent contexts that those
methods or techniques didn't fitinto, and and our journey here
has been really to discover newways of facilitating, new tools
(07:42):
to use, bringing ways offacilitating new tools to use,
bringing ideas in from otherareas the business management,
like negotiation skills, familytherapy and other kind of areas
of psychology, like there's somany different things that we've
kind of brought into ourthinking, and really our goal
with the Debriefing Academy islike to share those with
(08:02):
everyone so that we can elevateeveryone out there that's doing
facilitation, and then forprograms, as you kind of go back
to that, I think the big thingis let us be a part of the
solution that you have to theproblem that you've identified,
which is the development of newsimulation facilitators, but
then the ongoing professionaldevelopment of those same
(08:23):
facilitators, and so I thinkthat's one of the biggest
driving factors towards whywe've created this.
I think it's just thataccessibility making it cutting
edge, and we've been lucky togrow a group of educators that
are, you know, internationallyknown in their field.
They're the ones doing thecutting edge publishing, whether
it's research or just even asthey think about the.
(08:44):
You know the areas that they'resharing and we've been able to
get all those folks you know tobe part of this family and I
think it really makes it a richresource for anyone out there
looking for this kind ofeducation.
Yeah, thank you.
I think my next question wouldhave been what is the motivation
behind the Debriefing Academythat was born out of these needs
?
Uh, so you already answered.
(09:06):
So you know you wanted to makeit accessible to people and make
it for people to not wait ayear to go to a conference to be
able to attend some latest andgreatest of these.
You know, research that is done, but so I think that's that's
what you guys are doing.
Adam Cheng (09:21):
So, um, yeah, yeah, through, if I cruise, if I can
just add to that.
I think you know one of thechallenges, I think, is that one
of the primary modes of accessto faculty development is
conferences and, as we all know,when you attend conferences
what you're doing is you'reobtaining content in a very
piecemeal manner, and so you geta little bit of information
(09:42):
about one topic here and thenyou get a little bit of
information about one topic hereand then you get a little bit
(10:03):
of information about one topichere.
So that's one challenge, becausethen your faculty learn at the
same time and learn the sameconcepts so that they can then
bring it back to your programand work together to implement
changes.
If you only have one or twofolks attending one conference
on standardized, one workshop onstandardized patients and they
have two others attendinganother workshop on augmented
(10:25):
reality and then another personattending a workshop on patient
safety, like it's hard to getall five of those folks together
to work seamlessly to advanceall three of those areas because
they didn't receive all thesame content right.
And so what we're trying to dois we're trying to create what
we believe is an opportunity anda place for educators to come,
(10:48):
learn together, but also learnall the same content and then
gather back together to reflecton that content so that they can
make changes within theirprograms that are going to be
truly lasting and impactful.
Deb Tauber (10:59):
What I hear you describing is essentially a
shared mental model, and as youcreate this shared mental model,
you can really move yourorganization much quicker
through all the different stagesof learning.
Ferooz Sekandarpoor (11:13):
Yeah, that's great.
I mean.
So I, Adam, maybe just you cananswer this question.
Is so, if you can describe,like what the master debriefing
course, that uh debriefingacademy, offers, what this
entails like, can you justdescribe for those never taking
this course, and what is itdifferent from other courses
(11:36):
that are offered?
just to let you know I justrecently took a course uh, a
facilitator course at thelionsgate Hospital here in BC,
British Columbia and all of thecontents was coming from you
guys.
So, like they were referring todebriefing academy, to pearl
term and all of those things, soyou guys inspired a lot of, and
(11:56):
a lot of those people that areteaching now took your course
and and they're all nowdebriefers.
So I wanted to know what theoriginal course would look like,
and that is what you are nowbecoming familiar with.
Adam Cheng (12:12):
Yeah.
So through the DebriefingAcademy, you have the
opportunity to access courses,to support, to adjust the needs
of simulation educators, and soone of the main courses that we
offer it's called the MasterDebriefer course, and this is a
course that's delivered eitherin person or can be delivered
virtually over Zoom.
We offer it four times a yearover Zoom, and this course was
(12:34):
really designed to be the go-tocourse for both novices as well
as expert debriefers, to come toreinforce some of the
foundational principles ofdebriefing, but also to learn
more advanced techniques to beable to optimize their skills
and to expand their debriefingtoolbox.
And so when you come and takethis course, you're going to get
(12:57):
to learn from faculty who havepublished some of the Sentinel
papers in debriefing.
I think that's one of the keystrengths of this course is you
get to learn from thoughtleaders from all around the
world.
We have faculty from NorthAmerica, from Europe, from
Australia, from Asia, and we'rereally pulling from their
collective expertise to be ableto offer a very broad and
(13:19):
diverse picture of debriefingwhich is not centered just
around one specific model or onespecific strategy.
What we're trying to do iswe're trying to train debriefers
who are dynamic, who areflexible, who have the ability
to be adaptive and modify andadjust their debriefing
strategies and techniques to thespecific context that they're
(13:39):
teaching in.
And I think that's what reallysets this course apart from some
of the other courses that areout there is that we're trying
to promote flexibility andadaptability and in doing so, we
want to be able to offervarying, different viewpoints
from different schools ofthought from all around the
world.
Vince, maybe I missed a coupleof things.
(13:59):
Do you have anything to add tothat?
Vincent Grant (14:01):
No, I would say.
I think the key there is justthat the toolbox.
I think Adam referred to it andI think what we want people to
leave is just to understand thatthere are so many different
contexts for when you might usean approach or a tool or, you
know, in the situations they'redynamic, they change, and so
what happens is a lot of peoplelearn one technique and then
(14:23):
they feel stuck because thetechnique just doesn't apply to
certain situations.
And so, as we put this coursetogether the Master Debriefer
course, it was really aroundwhat are all the tools that we
need someone to learn so theycan manage everything, from even
setting expectations andcreating what feels like a
psychologically safe environmentfor the learners to be able to
(14:44):
reflect and share, but all theway through to tools that you
can use when you're faced withdifficult emotion or a difficult
debriefing situation and likeeverything in between, whether
you have a co-facilitator whereyou're trying to be more
learner-centered, and so each ofthese is built to help to just
create more of a toolbox that'sjust filled with these tools.
(15:05):
And, as Adam said, and I thinkthat's the key point is how to
make people more adaptive, sothey're just not always thinking
the same technique.
They almost approach it like ablank slate and then the
learners help them take it in adirection.
But they are prepared to handlethat situation, no matter where
it comes.
Ferooz Sekandarpoor (15:21):
So, basically, it's a very
customizable course as well forthe needs of the people that are
taking this.
That's fantastic.
Good to know all of this.
And how long is the course, bythe way, just like when they are
taking it virtually or inperson?
Vincent Grant (15:35):
th duratio o the virtual online course currently
sits at seven weekly episodesthat last two and a half hours
each, very interactive like.
It's this combination of alittle bit of you know, a
didactic little framework justto kind of you know, frame the
situation up or frame the themeup, and then a lot of small
(15:56):
group exercise, a lot of roleplay, trying it out, giving each
other feedback and just reallylearning through doing so.
One of the things I love aboutit is how interactive and
engaging the course is and, tobe honest, with you teaching it,
it seems like at first blushyou're like seven weeks, man.
That seems like a lot, but I'lltell you we're doing a course
right now.
It's flying by and the level ofengagement with learners is
(16:19):
what really it fills my bucket.
So I actually love teaching thecontent because everyone's
excited and they're all learningtogether.
Now, that's the online version.
There is an in-person versionas well, which typically lasts
three days.
We try to be flexible withgroups.
If we get invited to, let's say, give a course for certain
groups, and we try to tailor ita little bit to the local needs
(16:39):
potentially, but also within theframework of what's in the
course, and so having thatability to do both in-person
courses and virtual just allowsus again to make it more
accessible to everyone that'sout there, because we know
travel budgets are tight, weknow it's difficult sometimes to
be able to bring in a course toyour environment or to send
your learners to other places totake a multi-day course, and so
(17:03):
we've kept that flexibility byoffering the virtual option,
which has been very popularbecause it really allows anyone
from all over the globe toattend these courses.
Deb Tauber (17:12):
Now, Adam, when you guys do the virtual ones, do
people come from all over or,generally, does one organization
just send all their people tothe course?
Adam Cheng (17:23):
Yeah, great question .
We've had people come from allover the world, I think.
If we look at our website, www.
thebriefingacademy.
com.
, I think we're up to 26 or 27countries who've had
participants, from every singlecontinent really, and so that
just adds to the diversity.
We love it when we have peoplecoming from all over the world
(17:46):
sharing their own personalexperiences.
It adds to the diversity.
We have a lot to learn from allthe participants.
We have discussions aboutcultural differences and
expectations, or differencesbetween professions or different
types of hospitals, but alsothe various different frameworks
that people have used or havebeen taught and how they might
be applicable in certainsituations, and so lots of
(18:06):
richness there to be had whenwe're learning from others.
We've had many programs sendlarge groups of educators to
take our courses, and thebenefit, of course, is that they
all learn the same content andthey all leave knowing the same
content.
Of course is that they alllearn the same content and they
all leave knowing the samecontent.
What we try to do is we try toprovide opportunity for them to
be mixed into different smallgroups so that they can always
(18:27):
learn from other people as wellwhat's the typical size of the
class?
Vincent Grant (18:33):
uh, the master d river course.
We, we don't set a limit on it.
I think our sweet spot, deb, isto be around 24 folks.
We try to maintain because wedo.
We try to maintain because wedo a lot of interactive
exercises and we do a lot ofsmall groups and a lot of role
play.
We try to have a really highfacilitator to learner ratio.
So we'll often have eightfacilitators for the course,
(18:55):
like eight folks from thedebriefing academy that teach
one of these courses, and sothat sweet spot tends to be
around 24.
And that way we can break into,you know, four groups of six
and there's lots of opportunityto practice, there's lots of
opportunity to engage inconversation and discussion
about these topics.
But, you know, we'll expand it.
We'll expand it when need be.
So if we have groups that wantto teach a few more, we're open
(19:15):
to that as well, and I think thebig thing is just to try to
keep it a great experience foreveryone, and we've been
fortunate to be running thesecourses now this course in
particular since 2019.
And the feedback is alwaysamazing to get back from the
learners and to hear the storiesof how they're incorporating
what they've learned and thefact that they've told more
friends and then they come tothe course and one of the neat
(19:37):
things about our internationalcommunity is that we'll
sometimes have people attendthis course that are awake in
the middle of the night and theyjust love it and they're happy
to either stay awake or get upearly just because they want to
be able to access it and they'rereally engaged in those
conversations.
So it makes it a lot.
Like I said earlier, it makesit a lot of fun to do.
Deb Tauber (19:55):
Vince.
Do you have a favorite story?
Vincent Grant (19:58):
Oh gosh, that's a great question.
You know, I think the store,the things that I love the most,
are finding out.
What will typically happen, tobe honest, is I'll be at a
conference like IMSH or CSAM orsomething and I'll run into
someone.
That it's hard sometimes in thevirtual world because all you
get is a face.
So you know, sometimes theheight of someone changes and
(20:19):
you just don't recognize them.
But all people that come up thathave say they've taken one of
our courses and how deeplyimpacted they were by what they
learned and even at the timethey don't really appreciate.
I guess they're learning andthey're just trying to
assimilate it and they're tryingto think about it, but then
they go out and they actuallyencounter situations.
So one of my favorite areas toteach around is difficulty
(20:39):
briefing situations and I'llhave people that in the course
will be like I could nevermanage an argument between two
of my learners.
But I'll have them come back andtell me in a really acute
setting where they had a fewdifferent people on their team
that were really getting into abit of an active argument and
they were like I kind of took adeep breath, kind of swallowed
(21:02):
hard and I just tried thesetools out, and then they'll say
like I couldn't believe how wellit worked, because what they
reflect on is that it all soundseasy in the chorus, but I don't
know if this is going to workwith my group and my
environments.
But it's actually the flip isthat people will be like, yeah,
that was amazing how that worked.
And you know, I mean, like Isaid, it's not.
(21:22):
These aren't original ideasfrom us.
We just pull from all theseother areas and and sectors
where communicating is soessential at its core, and so,
yeah, the stories like that arethe cool ones for me, where you
know, you get to meet peopleafterwards and and they're just
so excited to continue thatjourney because they've learned
something that is transformative, which is, I think it's really
(21:42):
cool.
Deb Tauber (21:43):
Yeah, thank you.
Thank you.
What about you, Adam?
Do you have a favorite story?
Adam Cheng (21:47):
Yeah, I have a couple actually.
So there have been a fewparticipants who took our in
person course, which was firstdelivered four or five years ago
, who loved it so much that theyactually retook the course when
it was offered as a virtualcourse and then brought all
their friends, and so that wasjust, you know, quite humbling
for us, to be honest, to to knowthat people were wanted to take
(22:09):
the course more than once justbecause they thought that they
had they'd like anotheropportunity to be engaged in the
community and to fine-tune andrefine their skills.
So that was a lot of fun to seethose folks again.
And the other was which hasbrought immense sense of pride
and gratification was that we'vehad several folks who have
(22:29):
taken the course who are nowfaculty with us and they're just
absolute superstars.
Like the moment that we startedto interact with them, we knew
that they were superstars, andnow that they're our colleagues
and teaching with us, that justsort of validates those initial
thoughts.
So that's just been reallyexciting to be able to have them
on board with us and just seethem grow, share all their
knowledge and expertise fromcourse to course.
Ferooz Sekandarpoor (22:54):
I was in 2022,.
I was in Saudi Arabia in theirsimulation conference and then
someone said where are you from?
I said I'm from Canada.
Oh, I just took recently, justa course from your Canadian
fellows, like you know, I said.
I said we took a debriefingacademy course for our team and
Adam Chang was one of theinstructor.
(23:14):
Do you know him?
I said I definitely know him.
So, yeah, you can see that,even around the world that I met
a couple of people.
They have taken new courses, sodefinitely it's a great impact
on the entire community.
Just another thing I heardabout Academy Archive.
Is this a new branch ofDebriefing Academy?
(23:35):
If you can just tell us alittle bit more about this new
initiative that you started Ithink I saw you guys at IMSH as
well.
You had a booth there last yearand the launch of Academy
Archive, and I want to know moreabout and I'm sure the audience
are looking forward to knowmore about that what it is Vince
(23:55):
, if you can.
Vincent Grant (23:58):
Yeah, happy to share.
And just I'll throw a smallnote in there too that we'll be
back at IMSH this year.
We will have a booth in theExpo Hall, so please drop by to
say hello and bring anyquestions that you have.
After having listened to thispodcast on SimCafe from a lot of
people that we were engagingwith around faculty development
(24:21):
in simulation, education andjust this difficulty sometimes
with synchronous learning, so,like I love the idea of learning
about these different elementsand facets, but I I can't devote
the time to a course I wishthere was something that was
more asynchronous and so saidthere is no reason that all of
(24:41):
this can't be developed in anasynchronous fashion.
So we endeavored on this newopportunity called the Academy
Archive.
So it's www.
academyarchive.
com and what it really is is asubscription-based service to
everything simulation.
So it's a one-stop shop foreverything simulation.
You're developing a program andhow to put it together, maybe
(25:02):
some basic fundamentals aroundsimulation all the way to.
I'm in charge of operating aprogram or leadership in
simulation, or I've been taskedwith developing a research
program or I just I want tolearn these like really advanced
debriefing skills.
So really, if you go look, it'sjust a one-stop shop for every
topic that you can imagine insimulation immersive
(25:24):
technologies, patient safety,using systems, integrate,
simulates for systemsintegration, like it's really
all there.
And so it just allows thatability for us to create courses
that are in bite size.
And you guys will appreciatethis, the fact that you shoot
podcasts we just try to makeeverything a little bite-sized.
So each course that we offer ismade up with a bunch of modules.
(25:45):
Each module has a bunch oflittle lesson types.
The lessons could be a coffeechat between two of our experts
talking about one element of amodule, a lesson.
In their course there's somereference to literature.
They might have a little bit oftime to journal chat.
They bring, like the like, aconcept overview of all of the
main Kind of things to thinkabout in each of these topic
(26:07):
areas, and so it's all there asbite-sized little pieces and
basically people work throughthese Lessons and work through
these modules and they get allthe content.
They take a quiz, they get acertificate and so it just it
makes it, I, a little moreapproachable again, probably
from a time point where someonecan subscribe and then they can
(26:29):
just do it at their leisure andthey can work through these
different modules and lessons.
Deb Tauber (26:31):
How long does the subscription last?
Do you have to do it for acertain amount of time or?
Adam Cheng (26:36):
Yeah, so the subscriptions are annual
subscriptions, and so, as anindividual, you can subscribe,
or if you're, say, a programdirector simulation program
director you can subscribe as aninstitution for a certain
number of users within yourinstitution, and so that can be
customized, of course, to thenumber of users 5, 10, 25, 100,
(26:58):
however many you need.
The benefit, of course, is thatit allows you to tailor the
education to your needs.
And so, for example, we'll haveprograms subscribe as
institutions for 10 educatorsand they just don't have the
time and the energy to run anadvanced debriefing course.
All of them have receivedfoundational training in
(27:21):
debriefing, but they don't havethe time and energy to run an
advanced debriefing course.
They don't have the budget tosend all 10 of their educators
to take an advanced debriefingcourse, because that would be
lots of money, as we all know.
And so, instead, they subscribeto the Academy Archive.
We have a course on advanceddebriefing, and the program
director might say to theireducators OK, we'd love for you
to complete modules one and twoby the end of the month, and
(27:43):
then let's sit for an hour anddiscuss some of these skills and
practice them together.
And so, basically, what we'reallowing is for these educators
for their directors to uploadthe faculty development
responsibility to their websiteand their educators come, they
log, log in, they learn all thesame content through videos and
(28:04):
checklists and blueprints andpractice activities and then, uh
, and then they can follow alongand learn together as a group.
And then, of course you know,right now we have six courses
online.
Within the next few months wehope to have around 10 to 12
courses up and that will addressthe entire laundry list of
needs of any simulation or anyhealthcare simulation program.
Ferooz Sekandarpoor (28:30):
So the people that subscribe would get
any new modules that is going tobe developed as well and added
to the to the list of existingcourses, so they will be still
receiving those courses as well.
Vincent Grant (28:43):
Absolutely they will, and that's the beauty of
getting the modules up as soonas we can.
So, as I mentioned, we probablyhave a list of about 15 courses
overall that we're going todevelop in this initial phase,
and so we have invited againexperts in these fields that are
well known internationally thatare helping to develop that
content and teach the content,and so we're working with all of
(29:04):
those experts to try to getmodules up.
As Adam said, there's about sixcourses up right and a couple
of them are fully complete and afew of them are where you have
modules going up as they'rebeing created.
But there's a big especially inthis next 12 months.
There's going to be a biguplift in terms of what's
available there, and even intothe future we will come up with
new ideas for themes or topicsor courses as they come up, with
(29:29):
new ideas for themes or topicsor courses as they come, and we
will also work with the existingfaculty to add additional
modules in those areas ifsomething comes up that is
identified as a need.
Ferooz Sekandarpoor (29:37):
I just checked the pricing on this.
It's very in power with.
A lot of people can afford this, even using their PD fund
professional development fund todo it, even individually if
they wanted to maintain theirknowledge.
I think me at university herein BC.
I've got about $700 a year tospend.
(29:57):
I think it's $250 is a goodprice to even just have that.
It's Canadian, by the way, so$249 Canadian.
When people access this fromthe US, they get the US price
for it.
It's a lot cheaper than it'sgoing to be.
Vincent Grant (30:13):
Yeah, it's set up to be approachable in that way
from both the US and Canada andthen internationally, I think,
through US dollars.
I think the big thing Spruce I'mglad you brought that up is
that you know for this.
I mean the big thing is islet's create a platform to run
this on, so there's a custombuilt learning management system
(30:33):
to host the course, and let'skeep it in a way that makes it
fresh and accessible.
And so I think for Adam and I,I mean one of the driving forces
is and I mentioned this earlieris just accessibility.
So let's make it accessible bybeing fair on what the worth is
right, just to get more peoplein the community, get more
people learning these kind ofareas and topics, and let's keep
(30:54):
it in a way that it adds to theprofessional development that's
out there, which is, overall,I'd say, lacking.
And so if there's a way we canhelp people again to grow their
programs, to grow their ownpractice as you know,
simulationists I mean that'swhat we want to be for this
community I totally agreebecause I think this is great.
Ferooz Sekandarpoor (31:16):
I help a lot of simulation centers for
the years and one thing is just,you know, it's just not only
the faculties people say youknow, we are onboarding a new
semtex, there's an, an operation, there's a person, there will
be a coordinator.
So this platform offers nowthat one tourniquet or one
location that you can learndifferent type of skills and
(31:37):
information and in the past youhave to go too many places to
just bring that individuals onboard.
Where here now I think you cansee the flavor of all those
content that is relevant torunning a simulation center from
all aspects.
Adam Cheng (31:52):
So yeah, yeah, that was certainly intent, fruits.
I'm glad you brought that up.
I mean, I think, as Vince said,accessibility is key to us.
We don't want folks just fromdeveloped countries to be able
to have access.
We want people from all aroundthe world, doesn't matter where
you're from.
We want them to be able to haveaccess.
We want people from all aroundthe world, it doesn't matter
where you're from.
We want them to be able to haveaccess.
And the key is now they getaccess to some of the main
thought leaders in healthcaresimulation in the world.
(32:14):
And so, for Ferooz, you're oneof the faculty on the
simulation operations course andyou've teamed up with Nick
Brower, your buddy, to deliver acourse on simulation operations
.
And so, if you want to learnhow to you know what it takes to
be a SimOps specialist.
You know how to set up your AVtechnology in your simulation
program, how to design asimulation center, what sort of
(32:37):
skills to look for when you'rehiring for different people
within your simulation program.
I mean, that's just a smallsampling of the types of content
that's within the simulationoperations course, just very
practical, pragmatic advice fromthought leaders in the world.
On the other hand, we're havinga course come online soon on
simulation leadership, and thatcourse is going to be run by KT
(32:58):
Waxman and Pam Jeffries, bothnursing simulation leaders, who
have been at it for 25 to 30years each collectively had led
simulation programs and master'sprograms and PhD programs and
international societies.
So, drawing from their wealthof expertise, they're going to
provide some guidance and adviceon how you can build a career
(33:19):
in simulation, how to identifyand get the most out of
leadership opportunities, how tosort of maximize your
leadership skills, etc.
Cetera.
So not only do we want toprovide access, but we want to
provide access to the experts,and I think what we've done is
we've built a team here who webelieve are true experts in the
field, who published extensively, who've held leadership
(33:40):
positions in all sorts ofsocieties and organizations, who
are really challenged with thetask of delivering content which
is super practical,evidence-based, but also super
practical so that people canmake and implement changes
immediately.
Ferooz Sekandarpoor (33:56):
I see there's a link from the Academy
Archive to Debriefing Academyand from debriefingacademy.
com.
There's a link so that ouraudience can find both websites.
Deb Tauber (34:08):
And we can put those in the show notes too, so the
learners can yeah, listeners canfind that.
Ferooz Sekandarpoor (34:14):
Well, that's great.
Thank you very much, Adam andVince.
I think that was a greatconversation, a lot to learn,
even knowing a little bit aboutboth of these services that you
have.
But still, I learned a lottoday even from this
conversation.
I think I'm sure most of ouraudience and listeners also get
to check these great resourcesout there.
Deb Tauber (34:39):
Thank you.
Any closing thoughts?
Adam, do you have any closingthoughts for our listeners?
Adam Cheng (34:45):
No, I mean thanks, guys, for the opportunity to
chat today.
You know, whether you decide toaccess some of the resources we
shared today or look elsewhereto access resources, you know, I
do think that this notion offaculty development is so key
and central to ensure thathealthcare simulation programs
are really making a difference.
Oftentimes, it's the very lastbudget line, if it even gets
(35:09):
included on the budget at all,and so let's not make faculty
development afterthought.
Let's, you know, put it at theforefront, let's value our
facilitators and educators andlet's support them in being able
to make a difference within ourprograms.
Deb Tauber (35:24):
Thank you.
How about you Vince Anything?
Tha y, h abo y Vi Anythi?
Yeah, one last thing I'll throwout there for anyone that's
interested is if they want tojust go check out the website.
We have a new dimension, Iguess, to the website called
InfoQuips, where we have createda free online resource of a lot
of the thinking that goes intosome of our courses.
(35:44):
So we've created some greatvisuals that people can go and
check out, and it'll really itjust it's another way we can
interface with the community.
So all we would ask when you isyou sign up for to be on our
kind of email list, but for thatyou'll have access to a broad
range of these info quips, theselittle targeted teaching
(36:05):
moments in a lot of differentareas, and so I would just
suggest people go by the websiteand just check it out, and even
if they, you know, are from aprogram that may not have the
money to help support theirfaculty development, there is
some free resources there thatthey can access to help again on
their journey as simulationfacilitators and debriefers.
Thank you.
(36:25):
So you're saying that there'sfree materials up on the www.
thedebriefingacademy.
com?
Vincent Grant (36:35):
Yeah, there sure is.
There's a place on the bannerwhere it says info quips and,
like I said, all you need to dois type in your email and you
can get a look at some of these,like these teachings and
visuals that we've put togetherfor the community of these, like
these teachings and visualsthat we've put together for the
community.
Deb Tauber (36:48):
Thank you, Fe.
Any closing thoughts?
Ferooz Sekandarpoor (36:50):
Oh, thank you.
I'm so excited about these newresources that are available for
our community.
As you know, we serve both ofus serve for our community
globally and internationally, sowe just want to make sure that
these sort of resources areknown to our community, and
that's why we brought both Adamand Vince to just tell us about
(37:13):
these two great websites andlook forward to seeing them in
person at iMessage.
I can't wait for that.
And, yeah, thank you very muchfor letting me co-host with you,
deb.
Deb Tauber (37:27):
Thank you and happy simulating.
Disclaimer/ UbiSIM Ad/ I (37:31):
Thanks again to UBSIM for sponsoring
this week's podcast.
Ubsim virtual realitysimulation platform is
redefining nursing education.
Learn more at UbiSIMvr.
com.
Thanks for joining us here atthe Sim Cafe.
(37:56):
We hope you enjoyed.
Visit us at www.
innovativesimsolutions.
com and be sure to hit that likeand subscribe button so you
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Innovative Sim Solutions isyour one-stop shop for your
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