FACILITATION AND TEACHING
Learning is a cognitive, social, and cultural experience. It is a perfectly messy and active process that we wrestle with, together. While facilitating, I recognize educators often shape the values and beliefs of those with whom they work with through moments of cultural compression. Deliberate and reflexive awareness of this reality informs my approach to educational design and delivery across a wide range of groups and educational situations.
SIMULATION
I creatively design and thoughtfully facilitate simulation sessions for a variety of groups including medical students, residents, clinical teams, and interdependent services. I value working with simulated patients when possible. Highlights include:
-Translation simulation for ward response COVID Teams
-Translation simulation for emergency medicine
-Simulation for iEMR integration planning
-Zero fidelity, simulated team briefings
-Cardiac catheterization lab team performance
-After hours emergency care team performance
-To CT "Fast and Safe" program
-Incorporating the Live. Die. Repeat. format with medical students.
GROUP FACILITATION
I view group learning sessions as an opportunity to collectively explore clinical topics while explicitly modelling and supporting evidence-based education techniques including social learning theory, recall and spaced repetition..
-Active learning sessions for emergency medicine (toxic alcohols, procedural sedation)
-Pediatric diabetic ketoacidosis, anaphylaxis, and organizational anthropology, and wellness, group learning for varying levels of trainees
-ECG workshop
-Medical school clinical skills
TEAM TRAINING AND TOOLS TO SUPPORT HIGH PERFORMANCE
I run a spiral curriculum of inter professional faculty development focused on boosting our teams' performance on the floor at Gold Coast Hospital and Health Services. This includes training related to clinical debriefing, pre-briefing, and huddles. This training is supported by a suite of interventions to support these skills.
