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VETERINARY EDUCATION THROUGH IMMERSIVE ANESTHESIA SIMULATION: �A COMPREHENSIVE APPROACH

Noah Meyers, LVT

Tidewater Community College

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Tara Groves, BS, LVT, CPEP, FFCP (Veterinary)

Owensboro Community and Technical College

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WHO ARE WE???

Noah Meyers, LVT

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  • Licensed Veterinary

Technician-

    • Graduated 2018 from BRCC, VA.
    • Worked in general practice, emergency, and shelter medicine. Has background in wildlife rehabilitation.
  • Clinical Skills Instructor-
    • Joined TCC team in 2019 as wage
    • Full-time faculty as of 2022.
    • Began planning first simulation 8-12 months prior to launch in Sep 2023.

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Tara Groves, LVT,

CPEP, FFCP (Veterinary)

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  • Licensed Veterinary

Technician-

    • Murray State University Alumni Class of 2012.
  • Instructor at OCTC since 2017.
  • Continues to work PRN at a mixed animal practice.

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AGENDA

  • Introductions
  • Current Landscape of Veterinary Education
  • The Power of Simulation Learning
  • Developing Effective Scenarios
  • Q&A/Discussion *Time permitting

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SURVEY TO GAUGE AUDIENCE

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CURRENT LANDSCAPE OF VETERINARY EDUCATION & CHALLENGES FACED

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CURRENT LANDSCAPE & CHALLENGES

Traditional Methods

    • Lecture-based Learning
      • Lectures last up to 3 hours
      • Little movement or action
    • Hands-on Labs
      • Listen, watch, perform on models
      • Progress to live animals

Challenges in Veterinary Training/Education

    • Inadequate availability of veterinary specific training models
      • Specifically, feline models

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THE POWER OF SIMULATION IN LEARNING

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THE POWER OF SIMULATION IN LEARNING

  • Serves as a “bridge”
  • Provides real-time feedback
  • Intends to produce a level of realism
  • Allows for assessment of knowledge, experience, and confidence.

Simulation-Based Experiences

  • Increase in knowledge, critical thinking, overall confidence in a clinical setting.

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Brief Literature Review:

...results demonstrated that clinical hours can be effectively replacement by simulation.”

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“In 2014, a two-part study conducted by the National Council of State Boards of Nursing (NCSBN), found:

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Conclusion:

  1. Simulator training effectively enhances knowledge and clinical skills in veterinary education.

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  • Its integration should follow best practice recommendations and be based on a theoretical framework to maximize effectiveness.

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  • Future research should focus on comprehensive curricular integration and long-term outcomes.

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DEVELOPING EFFECTIVE SIMULATION SCENARIOS

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STEP 1: NEEDS ASSESSMENT

Create Needs Assessment

    • Identify gaps in knowledge and skills
    • Survey or feedback from students and stakeholders within community
    • Built with input from advisory committee, focus groups, graduates
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Utilize results of Needs Assessment to build simulation Objectives and Outcomes

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STEP 2: �BUILDING AN EXPERIENCE AROUND THE LEARNER

Allow the SBE to be facilitated around the learner

    • Keep it simple
    • Be flexible
    • Meet the student where they are at
    • Go with the flow
    • Trial and error
    • Help the learner/student succeed!

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STEP 3: DEVELOPING OBJECTIVES AND OUTCOMES (O&O)

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  • Use specific objectives to create grading rubric.

Broad Objective

Specific Objectives

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STEP 4: CASE AND SCENARIO CREATION

  1. Using the O&O, build scenarios with pertinent case information, to best prepared students
  2. Get creative, think about anesthetic drug protocols, how they affect the patient, and what changes would be seen on a vital monitor
  3. Create a script to follow “loosely”, allows for “cues”
    • Roles within simulation

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Example of script used at TCC

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STEP 4: CASE & SCENARIO CREATION- Con’t

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STEP 5: UTILIZING VARYING LEVELS OF FIDELITY

  • Low to high fidelity, depending upon budget and support.

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  • Incorporation of either software, equipment (speakers/cables), or high fidelity models to produce a believable patient

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STEP 5: Continued

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STEP 6: PILOT TESTING

  1. Take advantage of your recent graduates and community!
    1. Plan a pizza party/provide dinner, locate a sponsor
    2. Make it fun, raffle a prize or two?
  2. Will greatly assist with running live simulation to find errors/missing information
  3. Be open to criticism and feedback, ensure it is constructive and not negative

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STEP 7: PRE-BRIEFING PLAN

Preparing the Student for SBE

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  • Explain the simulation process: possibly a video for students to watch ahead of time.

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  • Welcome document.

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  • Provide student expectations and broad learning objectives.

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  • If simulation is graded: provide grading rubric.

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STEP 7: PRE-BRIEFING PLAN

Preparing the Student’s KNOWledge

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  • Knowledge of SBE content.

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  • Student’s should come prepared on simulation day.

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  • Pre-simulation assignments.

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  • Pre-work does NOT have to consume lecture time.

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Simulation Experience Layout

Control Room:

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  • Separate space from simulation room to control the simulation without being “seen.”

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  • Should be able to view the students respond accordingly to their simulation responses (live-stream) and communicate if needed (microphone-speaker).

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  • Walkie talkies with earpieces, allow for facilitator to speak directly to “actors” within the simulation.

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Simulation Experience Layout

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Mock Surgical Suite:

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  • Make it real-life

  • Hi-flex classroom camera + microphone cart

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  • If possible, laptop running, connected to Zoom meeting +/- speaker connected- to allow feedback directly from Control Room.

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Simulation Experience Layout

Observation Room:·

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  • Large screen TV on a stand to display camera feed from Sx Suite.

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  • Students not directly experiencing simulation will be able to observe the unique simulation experience of their peers.

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  • Observation and Reflection assignment.

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STEP 8: DEBRIEFING

  1. Review case information
    1. Some estimate that debriefing should take as long or longer than the actual simulation
    2. Allows for clarification on all material
    3. Allows for further feedback, by both instructors and observers
    4. Review clips of the scenarios and enjoy the bloopers!

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STEP 7: DEBRIEFING (Survey Example)

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FINAL TIPS & TAKEAWAYS​

  1. Be open to learning yourself
  2. Ask for feedback from learners/students
  3. Keep it simple to start
  4. Set goals for the program and yourself
  5. Collaborate with other disciplines

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FINAL SURVEY

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Special thanks to:

for their sponsorship of this presentation

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Email us if we can be of any assistance!!!

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Noah Meyers- nmeyers@tcc.edu, 757-822-7290

Tara Groves- tara.groves@kctcs.edu

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Example of Live Simulation at TCC

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Example of Simulations at TCC

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Example of iSimulate Software

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Resources

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