may include writing discharge orders, putting in IV lines, suturing, and splinting. The program also reviews the Association of American Medical College’s list of EPAs (entrustable professional activities)—core skills such as taking informed consent, assigning priorities for differential diagnoses, and recommending tests or prescriptions, each of which medical students are expected to be able to perform on their first day of residency. Bridging the Gap… lthough the specifics of each simulated case are under strict wraps, the lessons from the exercises certainly don’t stay in the teaching lab. The benefits of these experiences are mentioned repeatedly in evaluations of the BootCamps, with students recommending further expansion of the initiative and even calling Below: Colleen Donovan, MD, assistant it “the best preparation for internship year I professor of emergency medicine and simulation director, watches the scene have had.” unfold, taking notes for a debrief to “Listening to a lecture is not going to pre- follow. pare you as well as experiencing something hands-on,” says Inaya Ahmed, MD ’15, who participated in the BootCamps before graduating last May. “It’s a good reminder of all your training before the start of your internship. how to make pathways between what You can come across a situation where you can you know and when you have to persay, ‘Oh, I’ve seen that before, and here is what form,” Dr. Donovan explains. “For a we need to do.’” test, you can know the material stone Myroslav Figura, MD ’15, who served as a cold, but when the patient is in front of team leader in one of the SIM sessions last year, you and you have minutes to act, it’s something else entirely. agrees. “It’s really useful, especially to have hands-on expeThis experience is really good for bridging the gap between rience during a code. Real-life codes are very stressful. the lecture hall and having to use these skills in real time.” Having hands-on simulation helps you stay clearheaded to make better decisions during an actual experience, which could make a real difference for the patient.” The more hands-on the better, since it allows students to visualize the situation more clearly, and the small group sizes are also a benefit, says Colleen Donovan, MD, assistant professor of emergency medicine and simulation director, Robert Wood Johnson Medical School. Guensley Delva, MD ’15, said he was happy to see Robert Wood Johnson Medical School incorporating the simulation exercise experience: “Normally, medical school coursework relies on didactic and lecture-based training. Simulated exercises allow you to be more engaged and draw from that experience when you’re in a clinical environment.” And that’s precisely what their instructors are hoping. “Simulated exercises are extremely helpful in figuring out 38 Robert Wood Johnson I MEDICINE A Planning the Cases r. Donovan became involved with the BootCamp SIMs more than two years ago, in part because she remembered going through similar situations during her residency and wanted to help prepare the medical school’s graduating students for those types of situations. The simulated exercises draw from situations that residents are likely to encounter, or ones with very high acuity— “a case where you can’t waste a lot of time,” Dr. Donovan says. Each case requires a painstaking 15 hours to develop and program. And, much like the television staple Law and Order’s “ripped from the headlines” approach, they are based on real-life scenarios, she says. From the pediatrics perspective, a number of clinical situ- D