Part 4

(Aligned with: Textbook Ch. 4 – Team-Based Operations)

1. KEY IDEAS

• A simulation is not only the scenario — it is an entire operational workflow.

• Simulation consists of four major phases:

  1. Pre-brief preparation

  2. Scenario execution

  3. Debriefing

  4. Reset & turnover

• Each stage requires precision, communication, and technical reliability.

• Weakness in any stage reduces learning quality.

• SOS professionals anchor the system.

2. FOUNDATIONAL CONCEPTS (Level 1)

2.1 Pre-Brief Preparation

Occurs 30–60 minutes before learners arrive.

Includes:

• powering manikins/devices

• loading scenario files

• checking vitals displays

• testing software logic

• configuring the room

• staging equipment

• confirming consumables

• preparing moulage

• testing AV

• setting up stems/scenarios for learners to read prior to simulation

• ensure learners are aware of mannequin, equipment or room limitations

• ensuring awareness signs that " a simulation session is in progress" if in public areas

This stage determines scenario stability.

2.2 Scenario Execution

During the scenario, SOS professionals:

• adjust vitals

• (trigger physiologic changes ???)

• respond to learner actions through facilitator guidance as needed

• troubleshoot quietly

• maintain realism

• monitor safety cues

Educators guide learners, but SOS ensures technical flow.

2.3 Debriefing

Most learning occurs here.

Debriefing requires:

• stable AV playback

• bookmarked events

• psychological safety respected

• structured reflection

• safe storage or erasing of recorded events (privacy)

SOS support the educator by ensuring:

• recording integrity

• clear audio/video

• smooth transitions

2.4 Reset & Turnover

Often overlooked, but essential.

Includes:

• cleaning manikins using recommended product

• resetting vitals

• reloading files

• recharging devices and replacing batteries

• restocking supplies

• repairing minor damage

• repositioning equipment

This stage directly affects throughput and center efficiency.

3. CONNECTIONS & SYSTEMS THINKING (Level 2)

3.1 Simulation Workflow as a System

If one stage fails, the entire system suffers.

Example:  A poor pre-brief prep → scenario flow interruptions → AV inconsistencies → weak debrief → ineffective learning.

3.2 Communication Across Roles

During workflow:

• SOS → update educators on technical readiness

• Educators → clarify scenario demands

• Coordinators → ensure schedule protects reset time

• AV/IT → confirm system reliability -is this not the SOS's job?

3.3 Failure Cascade Examples

• Dead battery → delayed start → anxious learners → rushed debrief → reduced learning

• Missing consumables → educator improvises → scenario derails

• Incorrect manikin settings → learners focus on technical errors, not clinical judgment

• AV malfunction → no playback → weak debrief → lost educational opportunity

• All failure cascades result in COSTS that will not be recovered

4. APPLIED REASONING FOR SOS PRACTICE (Level 3)

Scenario Example: Tight Turnover

You have 10 minutes to reset the room between groups.

Priorities:

• safety first

• manikin functionality

• essential consumables

• file reload

• AV confirmation

If you optimize these steps, the next session begins on time and maintains fidelity.

Competency Connections

STEPS Competencies:

• Technical Operations

• Workflow Management

• Scenario Support

• Communication

• Safety

OPAs:

• OPA 1.1 — Room setup

• OPA 1.2 — Equipment prep

• OPA 3.1 — Programming

• OPA 4.1 — Troubleshooting

• OPA 5.1 — Turnover management

5. COMMON MISCONCEPTIONS

❌ “The scenario is the simulation.”

Truth: Scenario = only one part of the system.

❌ “Turnover is simple.”

Truth: Turnover failures are a top cause of session delays.

❌ “Debriefing is mostly the educator’s job.”

Truth: No AV = no effective debrief.

6. CHECK YOUR UNDERSTANDING