Development of Interdisciplinary Simulations that Promote Vertical and Horizontal

Integration in Undergraduate Medical Education

University of Central Florida College of MedicineLaurel Gorman PhD

Assistant Professor of PharmacologyDavid Harris, PhD

Assistant Professor of Physiology

Drexel University College of MedicineKathy Ryan, MD

Director of Medical Simulation

Interdisciplinary vs Interprofessional

Interdisciplinary – Involving two or more academic, scientific, artistic areas of knowledge

eg. Learning physiology with biochemistry

Interprofessional --- two or more professions in health and social care learn together

eg. Medical students, nursing students, social workers

HFMS: Tool for vertical & horizontal integration

• What do we mean by integration?

• Why do we integrate?

• How is it done? The UCF COM as example

M2

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M2

endsHFMS: UCF Preclinical Curricular Scheme

Microbiology, immunologyantiinfective pharmacology

Septic Shock

Cardiogenic Shock

Asthma COPD Pneumonia

Renal Failure /HF

NeuroSIM

EndocrineReproductive

HFMS HE HFMS HF HFMS COPD HFMS DKA

Renal/ GI Muscle-Skeletal

Brain Behavior

M2

HFM

SM

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Ideal scenario integrates multiple basic sciences mimics real world

Create/Design

EvaluateAnalyze

ApplyUnderstandRemember

Beginning M1 learner

Completing preclinical –M2 learner preparing for clerkship

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Heat exhaustion

Heart Failure

COPD

Diabetic ketoacidosis

0

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2

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5

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AnatomyPhysiologyPharmacologyPathologyClincial

Basic Sciences Integrated UCF COM HFMS: Cognitive Level M1

Septic Shock

Cardiogenic Shock

Asthma

COPD

/Pneumonia

Heart/Renal Failure

NeuroSim

0

1

2

3

4

5

6

MicrobiologyPhysiologyPharmacologyPathologyClincial

Cogn

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Basic Sciences Integrated UCF COM HFMS: Cognitive Level M2

• Develop Learning Objectives– This should direct everything: materials, fidelity,

evaluation

• Think About The Number of Learners– This will affect scheduling, traffic flow, resources

• Think About Time– It will take longer to develop a simulation scenario

than to prepare a lecture– How to fit the simulation into class/rotation time

Where Does One Start??

• Orientation to the exercise

• Running the simulation

• Debriefing-time allotted should be at least as long or longer than running the simulation

Three Phases of Running a Simulation

Workshop activity

1. Identify target audience (1st years, 2nd years etc)

2. How to fit it into a curriculum? (what gets dropped to make room?)

3. Design a scenario.a. Interdisciplinary objectiveb. Environment of simulationc. SIM personneld. Case narrative, patient info, labse. Debriefing topics

Challenges/barriers?