Advanced Simulation Training in Mechanical Ventilation (ASTiM)

a.    Educational Objectives:

  • Enhance knowledge and skills in “Advanced Mechanical Ventilation” through lectures, demonstration, simulation training workshops with the TestChest® Respiratory Flight Simulator.
  • Interactions with physician and nurse experts in various specialties including Anaesthesia, Emergency Medicine, Critical Care Medicine and Respiratory Medicine.

b.    At the completion of this course, the participants will

  • Learn to take care of patients on mechanical ventilation in a multidisciplinary approach involving doctors, nurses and allied health.
  • Learn the methods of mechanical ventilation: including both invasive and noninvasive ventilation.
  • Learn the ventilator management methods for ARDS, asthma, COPD.
  • Learn to deal with complications during mechanical ventilation.

Basic Medical Education Course (BMEC)

Course Objectives: 

  • To experience and actualize the contemporary learning theories and trends instead of just learning by didactic 
  • A demonstration on how we put everything important into practice to maximize learning 

Clinical Education is a newly emerged specialty that has brought remarkable improvement in training of healthcare personnel in recent decades. It is believed that all healthcare staff who need to teach or prepare to teach junior colleagues need to receive some training in this subject. Basic Medical Education Course (BMEC) is a generic clinical education course for all clinical specialties aiming to cover the most practical topics in clinical education for postgraduate settings and the mode of delivery can be modified according to learners’ needs. 

 
After the course, the participants shall be able to:  

  • List and explain the common theories or principles of andragogy relevant to clinical education and discuss how they inform contemporary practice.  
  • Discuss some current trends in clinical education and how they comply with the theories.  
  • Plan various instructional methods that are tailor-made to address different learning gaps.  
  • Comprehend and demonstrate a few tactics to facilitate learning in the classroom.  
  • List a few important considerations in preparing learning materials.  
  • Practice small group learning tactics.  
  • Practice to design a training course curriculum with simple steps.  
  • List the importance and methods of need assessment for a training course.  
  • Write observable learning outcomes according to the objectives of the course.  
  • Define and describe a few important contemporary concepts of assessment.  
  • Contrast conventional summative assessment with formative assessment.  
  • Discuss the characteristics and tools of workplace-based assessment.  
  • Explain the important points of clinical feedback.  
  • Discuss the salient points of feedback literacy.  
  • Formulate strategy to support learners with difficulty.  
  • List the important roles of simulation as a learning tool.  
  • Discuss the basic components of gamification in learning.  
  • List various aspects of course evaluation and describe methods of conducting course evaluation.  
  • Experience a few important tactics of online teaching and learning in a couple of e-learning platforms.  

Comprehensive Simulation Educator Course (CSEC)

The Comprehensive Simulation Educator Course (CSEC) aims to provide the essential knowledge, and develop learners’ competence, in planning a simulation-based education activity, scenario development, direction, execution and debriefing methods. This course will enable the participants to have an understanding of the basic concepts of learner-centred education.

Objectives:

  • Understand the principles and methods related to simulation education
  • Design and run scenarios, and debrief learners effectively
  • Integrate simulation to activities related to individual backgrounds
  • See themselves as educators
  • Feel the potential benefit of learner-centred education
  • Set a learning agenda for further enhancement in simulation education

Debriefing Skills for Simulation Instructor Course (DSSI)

There will be pre-course readings and videos for students to complete before class session, while in-class time is devoted to interactive lectures, experiential experience, exercises and discussions. It is important for all participants to complete all pre-course material to facilitate smooth conduct of meaningful interactive exercises and discussion during class. 

Whole-Part-Whole learning model is employed in the design of this course. The learner is exposed to a typical simulation-based immersive scenario followed by debriefing initially. Each essential component of the process is then broken down with instructions and hands-on practice of the individual parts required to teach and facilitate a simulation course. Learners will have the opportunity to practice and become competent in facilitating and debriefing a simulation course. 


Objectives:

  • The Debriefing Skill for Simulation Instructor (DSSI) Course aims to provide the essential knowledge and skills to develop learners’ competence in debriefing methods commonly used in simulation training courses. 
  • The learners will have an understanding of the basic concepts of experiential and learner-centred education and develop skills in a structured approach to debriefing. 
  • On completion of the course, the learner will be able to facilitate a simulated scenario and apply adult learning methods in the teaching activity. 
  • Scenario design and other technical aspects of simulation-based education will be briefly covered to provide an understanding of simulation-based training. 
  • The learner will be exposed to concept of team-based training and crew resource management elements during the learning activities. 

Learning Online Educator Course (LOL)

With the rising demand for online learning under the COVID-19 pandemic, the
Learning OnLine (LOL) Educator Course aims to equip educators with theoretical knowledge and technical tools to teach online effectively using virtual education modalities and platforms. 

Throughout three months of a highly interactive and dynamic training course, participants will be familiarized with theoretical bases, practical models, and technical knowledge, learning through a social constructivist approach based on the community of inquiry framework. By the end of this course, participants are given the opportunity to develop a short training module to practice teaching skills and put their newly learned knowledge to the test. 

Course Objectives: 

  • To familiarise participants with theoretical bases, practical models, technical knowledge and other essential elements conducive to conducting an effective online or blended training programme. 
  • To provide participants with strategies and techniques for fostering effective learning through social constructivistic approach based on the community of inquiry framework. 
  • To provide opportunities to participants to develop a short online training module and to practice teaching skills. 

Target participants: 

  • Trainers of all Colleges under HKAM, or 
  • Healthcare professionals who need to develop and deliver online training programmes 

Teaching Mode: Online and experiential learning using highly interactive and dynamic training activities with constant feedbacks and facilitations from course instructors and mentor.

Medical Moulage & Mock-up Workshop (MMMW)

Objectives:

  • Has a knowledge of the required materials and equipment for moulage
  • Acquire the skills in making skin of different conditions
  • Understand how to apply these skills onto manikin and standardized patient
  • Understand the limitations of mock-up and moulage in medical simulation

Workplace-based Assessment Trainer Course (WBA) 

Course Objectives: 
•    Understand the principles behind performance review and workplace-based assessment 
•    Apply different methods of feedback and debriefing during WBA 
  
After the course, the participants shall be able to:  

  • List the common Learning Theories related to post-graduate education and describe how they inform contemporary practice.  
  • Understand the principle and role of Psychological Safety in postgraduate education. 
  • Describe the principle of Performance Review.  
  • Describe the basis and types of Workplace-Based Assessments.  
  • Plan various feedback and debriefing methods that are suitable to address different learning gaps.  
  • Describe the principle of Psychomotor Skill Teaching.  
  • Apply Direct Observation of Procedural Skills (DOPS), Mini-Clinical Evaluation Exercise (mini-CEX), and Case-based discussion (CBD).   


Air Crew Resuscitation Simulation Course (ACRS)

Targeted for aircrew officers, air medical officers and air medical nursing officers, the first Air Crew Resuscitation Course was completed on 3 December 2016 with six participants. The course provided foundation knowledge and hands-on experience of pre-hospital and helicopter resuscitation in a simulated environment. 


During this full day course, participants were trained in different simulated scenarios to practice resuscitation skills, triage during disasters, airway and cardiovascular management, trauma and burn management, as well as equipment handling for infection control. Debriefing sessions with facilitators were carried out to discuss the simulation and areas for improvement. 

Objectives :

  • Perform initial assessment and resuscitation on victims according to ABCDEFG algorithms
  • Identify victims with potential acute clinical deterioration
  • Respond with appropriate escalation of care for victims with risk of acute clinical deterioration
  • Acquire skills in: IV access, IO Access, LMA insertion, Advanced Airway Management

ECT Training Workshop for Trainees (ECT)

To deliver ECT training with a standardized ECT training workshop with simulation component.

Objectives:

After the workshop,

  • Participants should understand the preparation for ECT and after care of ECT.
  • Participants should acquire and able to be apply the skills in preforming ECT.
  • Participants should understand the stimulus dosing strategy.
  • Participants should acquire the skills to manage important ECT-related scenarios.

Enhancing Safety in patients requiring Sedation or Rapid Tranquillisation (ESR)

The structured course on “Enhancing Safety in patients requiring Sedation or Rapid Tranquillisation”
intends to highlight the requirements and standards for the conduct of safe sedation, and to provide the
essential information, knowledge and skills to ensure a safe environment and experience for patients
requiring sedation in psychiatry, e.g., rapid tranquillisation (RT).

The aims of the course are:

  • To better equip participants with knowledge and skills for a safe practice of RT
  • To emphasize the safety aspects of RT, including anticipation and handling of crisis that may arise

Sedation Safety Course for Dentistry (SSCD)

Objectives:
This course is designed for dentists and dental service assistants who take care of patients receiving procedural sedation. 

Although anaesthesiologists should be present in every cases under deep sedation, dental team is always involved in preparation, monitoring, post-sedation care and crisis management. Conscious sedation, for example nitrous inhalation, may be performed in some situations, but it’s safety issues should not be overlooked.

The course aims at promoting the safety of sedation by understanding:

  • Definition of sedation and general anaesthesia, the principles and risks 
  • Pre-sedation assessment. Selection and preparation of patients who are suitable for sedation
  • Pharmacology of commonly used drugs in sedation for dental procedures
  • Monitoring of patient under sedation
  • Essential equipments used in sedation
  • Essential drugs and equipments prepared for resuscitation and quality care
  • Post-sedation care and discharge criteria
  • Teamwork in early recognition and management of sedation crisis