Abstract
ISSN: 3066-3822
Volume 1 Issue 2
Digital Journal of Science (DJS)
“Mayhem Room” As an Educational Approach to Teaching Pa tient Safety, with Thematic Analysis and Qualitative Inputs from The World Academic Council in Emergency Medicine (WACEM)
1Senior Consultant, Dept of Emergency Medicine, Singapore General Hospital Core Faculty, Emergency Medicine Residency, Sing Health. Professor, Duke NUS Graduate Medical School, Yong Loo Lin School of Medicine, National University of Singapore and Lee Kong Chian Medical School, Nanyang Technological University. Director, SingHealth Duke NUS Institute of Medical Simulation (SIMS). Faculty, Duke NUS Global Health Institute.
2Assistant Manager and Simulation Technologist, SingHealth Duke NUS Institute of Medical Simulation (SIMS)
3Senior Executive and Simulation Technologist, SingHealth Duke NUS Institute of Medical Simulation (SIMS)
4Assistant Director, SingHealth Duke NUS Institute of Medical Simulation (SIMS)
5Emergency Medicine Specialist, Medical Lead Wellington Hospital Simulation Services Chair, New Zealand Association for Simulation in Healthcare Wellington, New Zealand
6Anesthesiology & Critical care, Head of the Emergency Department, University Hospital of Casablanca, Morocco. Head of Morocco Sim, Digital Health Instructor.
*Corresponding Author: Fatimah Lateef, Department of Emergency Medicine, National University of Singapore, Director, SingHealth Duke NUS Institute of Medical Simulation, Singapore
DOI:
Abstract
The concept of the “Mayhem Room” (MR) refers to any room or space which is curated with Patient Safety (PS) lapses, with an objective to be used as an educational approach in teaching PS. It is a low fidelity room set-up, which resemble exactly the ward, hospital room, emergency department resuscitation room or Intensive Care Unit (ICU) room. The arrangement of the furniture and equipment will depict what these actual rooms look like, except for the lapses and errors to be inculcated. Any permutation and combination of errors can be incorporated. These would be considered intentional errors which are “staged” for the individuals or teams entering the room to identify. This is a form of active learning which is immersive and experiential. It also assesses the observational skills and acumen, as well as situational awareness. The MR can be an individual or group activity to practice critical thinking and also to look out for latent threats. When done as a group activity, the learners can interact and discuss their observations, decisions and also cover each other’s blind spots. MR simulation can be an effective initiative to be integrated into
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