October 8, 2021By Lance Baily

Latest from Dr. Paul Phrampus’ Simulating Healthcare Blog

hybrid learning

The world of healthcare simulation is constantly evolving and improving, and those working directly in the field are able to share some of the most important, relevant industry information. This is why HealthySimulation.com is thankful for the insights presented by the Simulating Healthcare blog developed by Dr. Paul E. Phrampus, FACEP, FSSH, CPE. As the director of the Peter M. Winter Institute for Simulation, Education, and Research (WISER) in Pittsburgh, Pennsylvania, he works to use clinical simulation to help improve quality and safety in healthcare. This article highlights one of his most recent posts, titled, “Five Tips for Creating Hybrid Curricula for Simulation-Based Learning.”

In discussing hybrid curriculums, Phrampus says the reader should “assume that hybrid curriculums in simulation combine online educational materials in advance of on-site activities involving (in person) simulation into one curriculum.” Next, he explains how carefully created online work, combined with in-person learning (otherwise known as “hybrid learning”), can be one of the most efficient and effective designs for clinical simulation programs.

This is because hybrid learning presents a number of clear advantages. As Phrampus explains, this method allows learners to be fully prepared from a knowledge perspective before each clinical simulation is encountered. Simultaneously, this allows educators to conduct clinical simulation encounters at a much higher level by “raising the ride” of the knowledge of the learners in advance. Other benefits include:

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  • Allowing learners to assimilate the knowledge portion of the clinical simulation program at their own pace on their own time.
  • Helping to set the expectations of what the learners will need to incorporate when they participate in the simulations.
  • Allowing learners to seek out additional instruction mediums to help enhance their knowledge base understanding of the materials.

Alternatively, there are some disadvantages to hybrid simulation learning. Phrampus shares that these disadvantages include more challenging curriculum planning, involving a greater time investment. He says there may also be “additional skills or resources needed associated with the creation of the materials.” The administration of some sort of learning management system to make the online curriculum available to your learner population might be necessary as well.

Keeping these advantages and disadvantages in mind, Phrampus recommends several tips to successfully implement a hybrid curriculum for simulation-based learning. First, he recommends beginning with the end in mind, meaning educators should start with a detailed list of exactly what they want the learners to know and exactly what they want them to do. Then, they should create high-quality learning materials.

A third tip is to create active learning for the pre-course material. Phrampus recommends educators try to create components of active learning in their online materials. He explains, “Just because it’s online material and delivered asynchronously doesn’t mean there can’t be an active component. Resist the urge to simply regurgitate one of your old lectures and then toss it up online!”

The fourth tip is to ensure learner expectations and consequences are clear. He says educators should make sure their learners are clear on their responsibilities associated with the completion of the online materials, and what the consequences are if they don’t. Phrampus added that “Some design examples include having the learners take a written pretest when they arrive at the simulation center and determine whether they have adequately prepared for the simulation or not.”

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Lastly, he advises that educators link their online materials directly to their clinical simulations. In doing so, they should work to create an integrated continuum of learning that carries forward from the online materials through the expectations that the learners will encounter during the simulations. Phrampus says this can be emphasized through the direct inclusion of online materials into their healthcare simulation sessions.

“​​Consider including exact diagrams, exact pictures, exact phrases, and themes utilized during the online learning during your face-to-face instruction. It might be in the form of a mini-lecture,” Phrampus writes. “It might be audio/visuals that are incorporated during the debriefing process that can trigger in their mind the lessons that were learned from the online material and how it’s being applied to the simulation session learning outcomes.”

More About Dr. Paul Phrampus

Dr. Paul E. Phrampus is also a professor in the Departments of Emergency Medicine and Anesthesiology of the University Of Pittsburgh School Of Medicine. He is vice-chair for Quality and Patient Safety in the Department of Emergency Medicine and Medical Director for Patient Safety at the UPMC Health System. He earned a Bachelor’s Degree in Biology from Old Dominion University, and an M.D. degree from Eastern Virginia medical school in Norfolk, Virginia. He completed residency training and board certification in Emergency Medicine at the University of Pittsburgh. He is a certified professional in patient safety and a certified physician executive.

Dr. Phrampus has been active in patient safety efforts throughout the UPMC Health System and serves as the Medical Director of Patient Safety. He is a member of the Quality Patient Care Committee of the UPMC Board of Directors. He has overseen the expansion of WISER capabilities in developing a distributive model of management for WISER as well as the satellites centers that have been deployed throughout the UPMC Health System. He led a team to create a simulation-based difficult airway management program for emergency medicine that has now been completed by hundreds of physicians.

Further, Dr. Phrampus serves in a leadership role in national simulation efforts through program committee leadership for the Society for Simulation in Healthcare and serves on the editorial board of the journal Simulation in Healthcare. He has previously chaired the International Meeting for Simulation in Healthcare, which is the largest multidisciplinary simulation meeting in the world. He was the 2013 Past President of the Society for Simulation in Healthcare which has over 3,500 members. He is one of the inaugural fellows of the organization.

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Administration, Education, Facilitators, Faculty / Supervisors, Learners
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classroom learning, healthcare simulation, hybrid curriculums, hybrid learning, Hybrid Simulation, learning models, paul phrampus, Peter M. Winter Institute for Simulation, Remote Learning, simulating healthcare, simulation blog, simulation education, simulation training, UPMC Health System, virtual learning, wiser
classroom learning, healthcare simulation, hybrid curriculums, hybrid learning, Hybrid Simulation, learning models, paul phrampus, Peter M. Winter Institute for Simulation, Remote Learning, simulating healthcare, simulation blog, simulation education, simulation training, UPMC Health System, virtual learning, wiser