Table 3 Ideas for working with SCOPE in and beyond simulation-based practices
Scenario design | Design scenarios in a way that they have the best chances to provide learning opportunities around SCOPE (e.g., distribute the qualifications that are needed to solve the case to different, instructed role players; place information that points to different differential diagnoses into the scenario) Ask role players in the scenario to significantly change their behavior and attitude following a certain event (e.g., the leader, who suddenly gets a blackout; the patient who outright rejects a treatment option now that was agreed upon before) |
Scenario conduct | Adjust the challenges in the scenario so that there is more material for the debriefing (e.g., ask the simulated patient to ask for “other potential problems”, if the team is in danger of fixating on a wrong differential diagnosis). Stimulate (e.g., with a phone call) to use a SCOPE element that might be especially helpful in the current situation (e.g., is there anybody in your team, who could help with the challenge that you are dealing with?) |
Debriefing | Analyze the “essence” of good solutions and problems during the scenario with the questions provided Analyze the dynamic changes over the course of the scenario for categories or elements, using timeline drawings or the concept constellations as described above. Analyse where categories and elements “merged” and then “separated” again—how and in what way did they influence each other? How long did that influence last? |
Non-simulation teaching sessions | Provide the categories and elements to the learners and ask them to develop positive and negative behavioral markers for the elements from their own work context Use the idea of the dynamic SCOPE bubbles to work with a concept constellation as described above |