#on/training | #on/simulation | #on/curriculumdesign # Big Idea: SimZones are an educational and readiness design process, used for [[Designing Curricula]] and learning progressions Overview: ## Zone 0/1: Learners practice skills Learning leader teaches, coaches Instructional environment is simple, clear Instructional process are practice with feedback Zone 0 - automated feedback (Think CPR mannequin with automated feedback on depth and speed) Zone 1 - teacher gives feedback ![[Pasted image 20230725145552.png]] ## Zone 2: Semi-intact team Learners situated skills into moments Learning leader coaches Instructional environment is more complex, but as simple as it can be for the learning Instructional process is practice with feedback: predominantly coaching ![[Pasted image 20230725145602.png]] ## Zone 3/4 Intact teams Learners explore, develop Learning leader guides, facilitates Instructional environment is real (in-situ, realistic sim space) Instructional process is guided exploration with debriefing Zone 3 is simulated Zone 4 is real-world events ![[Pasted image 20230725145610.png]] ![[SimZones Eudcational Design Poster.pdf]] ![[SimZones2.jpg]] ## Expanding SimZones: ### Zone 1: Foundational Instruction: *Use for tight coaching/teaching, deliberate practice, rapid-cycle deliberate practice, and mastery learning* - #### [[Coaching]] - #### Training to Automaticity - Reduce [[Limbic Friction]] - #### [[Mastery Learning]] - #### [[Rapid Cycle Deliberate Practice]] - #### Develop [[Forming Habits]] ### Zone 2 is for moving into contexts: Acute Situational Instruction - #### [[Reactions Plus Delta Plus with Good Judgment]] - playful exploration with feedback - Looser individualized coaching - Proposed solutions with opportunities to try again - Advocacy Inquiry [[I saw I think I wonder]] when participants are stuck, or to explore positive performance or particular gaps - Explore the [[cognitive frames]] ### Zone 3 is for continuous bedside readiness of Teams and Systems Techniques include using the Plus-Delta and the [[I saw I think I wonder]] to explore, develop, and create #### New Perspectives Questions to ask for a new perspective: what role is hierarchy playing? How would we consider this from a patient perspective? From a family perspective? How do I expose and learn from positive deviance? How does context impact the solutions we are proposing? ## Source: Cheng, A., Eppich, W., Epps, C., Kolbe, M., Meguerdichian, M., & Grant, V. (2021). Embracing informed learner self-assessment during debriefing: The art of plus-delta. _Advances in Simulation_, _6_(1), 22. [https://doi.org/10.1186/s41077-021-00173-1](https://doi.org/10.1186/s41077-021-00173-1) Fey, M. K., Roussin, C. J., Rudolph, J. W., Morse, K. J., Palaganas, J. C., & Szyld, D. (2022). Teaching, coaching, or debriefing With Good Judgment: A roadmap for implementing “With Good Judgment” across the SimZones. _Advances in Simulation_, _7_(1), 39. [https://doi.org/10.1186/s41077-022-00235-y](https://doi.org/10.1186/s41077-022-00235-y) Kainth, R. (2021). Dynamic Plus-Delta: An agile debriefing approach centred around variable participant, faculty and contextual factors. _Advances in Simulation_, _6_(1), 35. [https://doi.org/10.1186/s41077-021-00185-x](https://doi.org/10.1186/s41077-021-00185-x) Roussin, C. J., & Weinstock, P. (2017). SimZones: An Organizational Innovation for Simulation Programs and Centers. _Academic Medicine_, _92_(8), 1114–1120. [https://doi.org/10.1097/ACM.0000000000001746](https://doi.org/10.1097/ACM.0000000000001746)