How to Do More with Less in Simulation

In 2015, more than 300,000 women died during pregnancy and immediately following childbirth.¹ 99% of these deaths occurred in developing countries.² Laerdal Global Health (LGH), a not-for-profit organisation funded by Laerdal Medical, develops programs to reduce maternal and infant mortality rates in low-resource countries. We believe a lot can be learned from LGH’s experience that can be transferred to high-resource environments.

LGH was founded in 2010. Working in partnership with Jhiepego, the American Academy of Pediatrics, and the Church of Latter-Day Saints, LGH has helped make tremendous improvements in the health of new mothers and newborns in developing countries. A study in Tanzania, for example, measured the success of the Helping Babies Breathe Program with a sustained 47% reduction in early neonatal mortality within 24 hours and a 24% reduction in fresh stillbirths after 2 years.³ These same solutions that have made a difference in Tanzania can do the same in the United States and elsewhere.

In low-resource areas, educators have no choice but to do more with less. The experience of teaching with less in this case, though, has inspired educators to return to the basics of curricular design and the fundamentals of simulation.

Most educators would argue that learning goals are the most important element in any class. As a reminder, without purposeful learning goals, there is no desired outcome to unify you as the educator with your learners.

Many experts recommend that you start with what your desired outcome is. Then, use the SMART framework to craft your learning goals accordingly. Ask yourself if your learning goals are…

LGH’s goal is to help save 400,000 more lives annually by 2020 by providing the tools and training to support health workers.⁶ By clearly defining what the organisation aims to achieve, LGH can create solutions and programs to help get you there. You, too, can set yourself up for success by using the SMART method to create strong learning goals and, subsequently, strong learning objectives.

As you begin to plan individual simulations, keep in mind the experience level of your learners as well as the setting where your learning will take place. You might not have the funding for a dedicated simulation lab – and that’s okay! Consider the setting of LGH’s trainings in Tanzania and use that as inspiration to get creative with the existing resources, faculty, and equipment you have.

One study compared two simulations – one using a standardised patient at a local hospital and one using a high-fidelity simulator in a simulation lab. In both settings, there were equal improvements among the learners.⁷ This proves that simulation, rather than the type of simulator, is the key to developing your learners.