ASPiH 2024 Conference – Transformative Simulation
Sharon Weldon1,2,3, Carla Sa-Couto4, Guillaume Alinier5,6,7,8, Andy Buttery9, Colette Laws-Chapman10
1Centre for Professional Workforce Development, Institute of Lifecourse Development, University of Greenwich, London, UK
2 Department of Surgery and Cancer, Imperial College London, UK
3Barts Health NHS Foundation Trust, London, UK
4CINTESIS@RISE, Community Medicine, Information and Decision Sciences Department (MEDCIDS), Faculty of Medicine, University of Porto (FMUP), Porto, Portugal
5Hamad Medical Corporation Ambulance Service, Doha, Qatar
6School of Health and Social Work, University of Hertfordshire, Hatfield, UK
7Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, UK
8Weill Cornell Medicine-Qatar, Doha, Qatar
9Canterbury Christ Church University, UK
10Simulation and Interactive Learning (SaIL) Centre, Guy’s and St Thomas’ NHS Foundation Trust, London, UK
As ASPiH (Association for Simulated Practice in Healthcare) celebrates its 15th anniversary at this year’s conference, there is an opportunity to reflect on how simulation has changed. Although simulation in healthcare has been around for centuries [1], it is really only in the past few decades that we have seen its legitimacy, integration into healthcare and education, and purposes become more established [2]. Recent growth has been exponential and with that has come further insights and opportunities to shape, refine, and advance simulation in all its forms for the benefit of all.
This year’s ASPiH conference theme is that of Transformative Simulation [3,4]. The theme reflects a distinct purpose for simulation and acknowledges how simulation has transformed over time. We are commonly used to seeing healthcare simulation used as a tool for education but more and more we are seeing the benefits of simulation as ‘a tool to transform health and care through collective understanding, insight and learning’, [3,5]. This distinct purpose offers many opportunities to transform healthcare – even disruptively - rather than replicating existent practices. However, without recognition of this distinction, advances are slow and confusion can persist.
Although not mutually exclusive and areas of alignment and overlap exist, simulation designed for education serves a fundamentally different purpose to simulation aimed at eliciting insights and knowledge to drive transformational changes. That becomes strikingly evident when designing simulation for these very different purposes. For example, educational simulation requires pre-determined learning outcomes [6], whereas transformative simulation requires broad objectives that enable understandings and insights to emerge [7]. Simulation for education draws predominantly on learning theories [8], whereas simulation for transformation draws on a range of practice-based theories: improvement, human factors, and engagement to name a few [9,10,11]. Simulation for education often focuses on the achievement of the pre-defined learning outcomes [12], whereas transformative simulation focuses on discovering actionable outcomes that lead to real-world changes [13]. Debriefing in educational simulation is more introspective, often centred on the individuals’ learning and development [14], whereas debriefing for transformation tends to be more extrospective and aiming to generate wider knowledge to drive collective action [15].
The seven simulation-based interventions (SBIs) within the Transformative Simulation framework (Figure 1) allows us to categorise the driving objectives of simulation for transformation. The taxonomy recognises all the remarkable work that has been and is being done for this distinct purpose, and allows us to share examples, outcomes, and learning – making it easier for others to adopt and advance. It touches on the main theme of previous ASPiH annual conferences in terms of diversity with its Inclusion element and sustainability which is applicable in several I’s such as Innovation, Improvement, and intervention [16,17]. Additionally, it provides clarity and legitimacy to those unfamiliar with the different applications and purposes of simulation as a tool or probe. We appreciate that many are still becoming familiar with this distinction and, therefore, as an association, we have created resources and established a specialist interest group (SIG) dedicated to advancing this knowledge. This SIG is open to and welcomes anyone with similar interests: https://aspih.org.uk/transformative-simulation-resources/
Figure 1: The 7 interventions of the Transformative Simulation framework [3]
As we celebrate the 15 years of ASPiH, we are acutely aware that this is just the beginning of what we believe healthcare simulation can achieve. With emerging technologies, increased scholarly understanding and advancements, and the contributions of imaginative and innovative thinkers, the future possibilities are limitless – what we do know is that these are exciting times for the healthcare simulation community as we learn and explore what simulation in healthcare is capable of, and demonstrate its full potential to the world.
We therefore invite you, in the inclusive spirit of the transformative simulation rainbow, to celebrate the past and the future of healthcare simulation at the ASPiH Conference in Edinburgh, 3rd-5th November 2024 (Figure 2), which has a vibrant and rich scientific programme based around the community’s scholarly and practical work in education, transformation and technovation – much of which has been selected for publication in this special issue of the Journal of Healthcare Simulation.
Figure 2: Logo of the 15th annual conference of the Association for Simulated Practice in Healthcare
Acknowledgement: Thank you to everyone who responded to the call for abstracts for this year’s ASPiH conference and to the scientific committee members involved in the reviewing process.
References
[1] Owen H. Simulation in Healthcare education: An Extensive History. Springer. 2016.
[2] Alinier G, Platt A. International overview of high‐level simulation education initiatives in relation to critical care. Nursing in Critical Care. 2014 Jan;19(1):42-9. https://doi.org/10.1111/nicc.12030
[3] Weldon S, Buttery A, Spearpoint K, & Kneebone R. Transformative forms of simulation in health care – the seven simulation-based ‘I’s: a concept taxonomy review of the literature. International Journal of Healthcare Simulation. 2023. from 10.54531/tzfd6375.
[4] Gurnett P, Weldon S, Buttery A, & Spearpoint K. Transformative simulation: To patient safety and beyond. 2024. In: Cox, C, Hughes, H and Nicholls, J, (eds.) Patient Safety: Emerging Applications of Safety Science. Class Publishing
[5] Moneypenny M, Weldon SM, Hamilton C, Buttery A, Alinier G. ASPiH 2021 Conference–Moving upstream: using simulation to improve systems. International Journal of Healthcare Simulation. 2022 Jan 25;1(1):1-2. https://doi.org/10.54531/wgmh9519
[6] Watts, P. I. et al. Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation In Nursing, 2021, Volume 58, 14 – 21
[7] Korkiakangas T, Weldon S, Kneebone R. 2021. “‘Let Me Take Care of You’: What Can Healthcare Learn from a High-End Restaurant to Improve the Patient Experience?” Journal of Communication in Healthcare 14 (3): 225–40. doi:10.1080/17538068.2021.1877602.
[8] Miller, C. et al. Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives. Clinical Simulation In Nursing, 2021 Volume 58, 40 – 44
[9] Whitfill T, Gawel M, Auerbach M. A Simulation-Based Quality Improvement Initiative Improves Pediatric Readiness in Community Hospitals. Pediatr Emerg Care. 2018 Jun;34(6):431-435. doi: 10.1097/PEC.0000000000001233. PMID: 28719479
[10] Dubé M, Laberge J, Sigalet E, Shultz J, Vis C, Ball CG, Kirkpatrick A, Biesbroek S. Evaluations for New Healthcare Environment Commissioning and Operational Decision Making Using Simulation and Human Factors: A Case Study of an Interventional Trauma Operating Room. HERD. 2021 Oct;14(4):442-456. doi: 10.1177/1937586721999668. Epub 2021 Mar 11. PMID: 33706559.
[11] Kneebone R, Weldon S. & Bello F. Engaging patients and clinicians through simulation: rebalancing the dynamics of care. Adv Simul 1, 19. 2016. https://doi.org/10.1186/s41077-016-0019-9
[12] McMahon, E. et al. Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance. Clinical Simulation In Nursing, Volume 58, 54 – 56
[13] Weldon S, Kneebone R, Bello F. Collaborative healthcare remodelling through sequential simulation: a patient and front-line staff perspective. BMJ Simul Technol Enhanc Learn. 2016 Jun 27;2(3):78-86. doi: 10.1136/bmjstel-2016-000113. PMID: 35519425; PMCID: PMC8936971.
[14] Abulebda K, Auerbach M, Limaiem F. Debriefing Techniques Utilized in Medical Simulation. [Updated 2022 Sep 26]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK546660/
[15] Dubé MM, Reid J, Kaba A, Cheng A, Eppich W, Grant V, Stone K. PEARLS for Systems Integration: A Modified PEARLS Framework for Debriefing Systems-Focused Simulations. Simul Healthc. 2019 Oct;14(5):333-342. doi: 10.1097/SIH.0000000000000381. PMID: 31135684.
[16] Sa-Couto C, Alinier G, Buttery A, Laws-Chapman C. ASPiH Conference 2023 – Sustainable Simulation. International Journal of Healthcare Simulation. 2023. 3.(1). https://doi.org/10.54531/OWIT6735.
[17] Alinier G, Moneypenny M, Sa-Couto C, Laws-Chapman C. ASPiH 2022 Conference – All things being equitable: Diversity, inclusion, and simulation. International Journal of Healthcare Simulation. 2022. 2.(Supplement 1). https://10.54531/ZYRE1833.
