CHSE Chapter 4 Leadership in
Simulation Exam-Graded A
1) An experienced simulation educator wants to include simulation in a community-
based course that does not currently use simulation as a teaching strategy. The course
leader states that it is not feasible to include simulation because it is too difficult to
schedule another course activity in the simulation lab. What is the best response?
a) "There may be too many activities in your course already."
b) " The simulation lab personnel will need to cancel another course to accommodate
this activity."
c) "There are many kinds of simulated activities that would not require time in the
simulation lab."
d) "Simulation might not be the right fit for your course." - ANS-c) "There are many kinds
of simulated activities that would not require time in the simulation lab."
10) A novice simulation educator develops a scenario for inter-professional learners.
The scenario is well developed and at the appropriate level. As the mentor, you review
the scenario for the novice simulation educator. In which part of the scenario would you
provide guidance to the novice simulation educator?
a) The "what if" that is worked into the scenario
b) The 10 objectives that the scenario should facilitate
c) Simplify the scenario for the novice simulation educator.
d) The role of the learners participating in the scenario - ANS-b) The 10 objectives that
the scenario should facilitate
2 Steps of Instructor Training at Advanced level -
for Bay Area Simulation Collaborative Model - ANS-1) Foundations of simulation
methodology
2) May include written or online resources
2 Steps of Instructor Training at Expert Level -
for Bay Area Simulation Collaborative Model - ANS-1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2 Steps of Instructor Training at Novice level-
for Bay Area Simulation Collaborative Model - ANS-1) Technical training
2) May include training through simulator manufacture
, 2 Steps of Instructor Training at Proficient Level -
for Bay Area Simulation Collaborative Model - ANS-1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2) A course leader is looking for a way to supplement a clinical experience. There is
concern that the current experience is observational and not interactive for the learners.
The course leader has had some experience with simulation in the past, but has never
designed a scenario. What is the best way to mentor this educator?
a) Refer the educator to some training resources and offer to help design a scenario
that has clear objectives and addresses low-volume, high-risk clinical situations.
b) Design the new scenario based on a conversation with the manager of the clinical
site.
c) Decline to assist because intendent learning through trial and error is the best way to
gain experience.
d) Show the educator how to use the high-fidelity simulator. - ANS-a) Refer the educator
to some training resources and offer to help design a scenario that has clear objectives
and addresses low-volume, high-risk clinical situations.
7 Tips for working with frustrated learners: - ANS-1) Begin with observation of one or
more experienced simulation educators
2) Start new simulation educators in their content area "comfort zone"
3) Provide the new educator with a clear and concise template for the scenario
4) Allow new educators to engage at their own pace (initial interaction may be as
minimal as controlling the technical aspect of a high-fidelity simulator
5) Model positive behaviors with the learners
6) Promote a supportive environment for the learners
7) Demonstrate effective debriefing techniques.
7) A simulation educator is running the same scenario about diabetic ketoacidosis, and
the students interpret the glucose sliding scale wrong and give too much insulin. The
students do not realize the mistake. The simulation educator uses this as a teaching
scenario during the simulation by sending in an experienced SP to question the dose.
This type of situation, when it arises in simulation, is referred to as:
a) An "as-is situation"
b) A "critical incident"
c) A "what if"
d) An "escape plan" - ANS-d) An "escape plan"
8 Barriers to securing simulation activities as part of an education program: - ANS-1)
Time to prepare for simulation activities
2) Lack of training
3) Belief that it is not a useful teaching method
Simulation Exam-Graded A
1) An experienced simulation educator wants to include simulation in a community-
based course that does not currently use simulation as a teaching strategy. The course
leader states that it is not feasible to include simulation because it is too difficult to
schedule another course activity in the simulation lab. What is the best response?
a) "There may be too many activities in your course already."
b) " The simulation lab personnel will need to cancel another course to accommodate
this activity."
c) "There are many kinds of simulated activities that would not require time in the
simulation lab."
d) "Simulation might not be the right fit for your course." - ANS-c) "There are many kinds
of simulated activities that would not require time in the simulation lab."
10) A novice simulation educator develops a scenario for inter-professional learners.
The scenario is well developed and at the appropriate level. As the mentor, you review
the scenario for the novice simulation educator. In which part of the scenario would you
provide guidance to the novice simulation educator?
a) The "what if" that is worked into the scenario
b) The 10 objectives that the scenario should facilitate
c) Simplify the scenario for the novice simulation educator.
d) The role of the learners participating in the scenario - ANS-b) The 10 objectives that
the scenario should facilitate
2 Steps of Instructor Training at Advanced level -
for Bay Area Simulation Collaborative Model - ANS-1) Foundations of simulation
methodology
2) May include written or online resources
2 Steps of Instructor Training at Expert Level -
for Bay Area Simulation Collaborative Model - ANS-1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2 Steps of Instructor Training at Novice level-
for Bay Area Simulation Collaborative Model - ANS-1) Technical training
2) May include training through simulator manufacture
, 2 Steps of Instructor Training at Proficient Level -
for Bay Area Simulation Collaborative Model - ANS-1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2) A course leader is looking for a way to supplement a clinical experience. There is
concern that the current experience is observational and not interactive for the learners.
The course leader has had some experience with simulation in the past, but has never
designed a scenario. What is the best way to mentor this educator?
a) Refer the educator to some training resources and offer to help design a scenario
that has clear objectives and addresses low-volume, high-risk clinical situations.
b) Design the new scenario based on a conversation with the manager of the clinical
site.
c) Decline to assist because intendent learning through trial and error is the best way to
gain experience.
d) Show the educator how to use the high-fidelity simulator. - ANS-a) Refer the educator
to some training resources and offer to help design a scenario that has clear objectives
and addresses low-volume, high-risk clinical situations.
7 Tips for working with frustrated learners: - ANS-1) Begin with observation of one or
more experienced simulation educators
2) Start new simulation educators in their content area "comfort zone"
3) Provide the new educator with a clear and concise template for the scenario
4) Allow new educators to engage at their own pace (initial interaction may be as
minimal as controlling the technical aspect of a high-fidelity simulator
5) Model positive behaviors with the learners
6) Promote a supportive environment for the learners
7) Demonstrate effective debriefing techniques.
7) A simulation educator is running the same scenario about diabetic ketoacidosis, and
the students interpret the glucose sliding scale wrong and give too much insulin. The
students do not realize the mistake. The simulation educator uses this as a teaching
scenario during the simulation by sending in an experienced SP to question the dose.
This type of situation, when it arises in simulation, is referred to as:
a) An "as-is situation"
b) A "critical incident"
c) A "what if"
d) An "escape plan" - ANS-d) An "escape plan"
8 Barriers to securing simulation activities as part of an education program: - ANS-1)
Time to prepare for simulation activities
2) Lack of training
3) Belief that it is not a useful teaching method
