Developing simulation scenarios: pearls and pitfalls
DOI:
https://doi.org/10.15448/1980-6108.2018.1.28579Keywords:
simulation, competency-based education, patient simulation.Abstract
AIMS: By means of a literature review, this article aims to organize concise guidelines for the construction of scenarios for simulated training, discussing practical aspects of the application of this methodology in the health area.
METHODS: Search were made in PubMed, Web of Science and LILACS databases, including articles in English, Spanish and Portuguese, published between August 1997 and July 2017. The descriptors used were “scenario-based training”, “scenario-based simulation”, “scenario preparation”, “script development”, “simulation scenario”, and “case-based teaching”, and their equivalents in Portuguese and Spanish. The search was delimited for review articles, practical guidelines, comments, editorials and letters to the editor. The descriptors were identified directly from articles, since they were not yet included in the subject indexes of databases or in the Medical Subject Headings. Only articles dealing with the methodology of simulation scenario construction were included.
RESULTS: From 1,128 studies assessed, we selected 20 that met the inclusion criteria. Most of studies dealt with specific clinical situations, not discussing the methodology of scenario construction. The analysis of the 20 studies made it possible to develop guidelines for scenario construction, which were divided into three sections: building a scenario in eight steps, pearls in the construction of simulation scenarios and pitfalls in the development of scenarios.
CONCLUSIONS: Construction of simulation scenarios should be planned and structured according to the proposed learning objectives, which should be clear and synergistic with the curricular content. In addition, it is fundamental to adjust the degree of fidelity of the scenario to the learning objectives, because excessively produced scenarios are expensive and can produce excessive fascination, dispersing the attention of the student. On the other hand, low fidelity scenarios can make it difficult for participants to immerse themselves in the activity. Like any project, resources must be invested in planning to facilitate its execution and, consequently, to increase its effectiveness.
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