W12 Live die repeat: our experience

Who should attend: intermediate. Maximum number of participants: 10 AV Equipment: Simulation manikin, control and projector. Sunga1 first described the Live Die Repeat (LDR) simulation format in 2016. LDR uses levels and repetition in a gameplay format to enhance learning. The learner completes a simulation level, either ‘passing’ or ‘failing’ based on their performance against specific level criteria. The group then de-briefs before the learner re-enters the same level to repeat the scenario and implement specific targeted improvements following the debrief. Having completed the level for the second time, the clinical narrative continues onto the next level and learning cycle. Educationally, the format draws upon deliberate practice to re-enforce learning. The original paper was based on the experiences of middle grade emergency medicine physicians in North America. Our seminar will discuss our institutional experience of LDR simulation for UK foundation doctors. Intended learning outcomes Our institution has greatly enjoyed incorporating the LDR format into the simulation programme. By the end of the seminar we would like: participants to be able to describe the LDR format. participants to discuss potential challenges to writing LDR scenarios. participants to discuss potential challenges to managing LDR scenarios. Participants to compare different LDR debriefing strategies. participants to evaluate the comparative benefits and pit–falls of the LDR format. Structure of workshop and educational methods used The one-hour session will take the following format: 10 min: Introduction and background to LDR. (Power Point and Roleplay) 30 min: LDR simulation showcase with workshop observers as active learners with–in the session. (LDR simulation) 10 min: Our experiences of LDR different debrief options. (Roleplay and PowerPoint discussion) 10 min: Questions and discussion. (Discussion). Reference Sunga K, Sandefur B, Asirvatham U, et al.LIVE. DIE. REPEAT: A novel instructional method incorporating recursive objective-based gameplay in an emergency medicine simulation curriculum. BMJ Simulation and Technology Enhanced Learning 2016;2:124–126.