Scenario-based learning helps students develop critical thinking skills (1, 2). When students work through scenarios, they learn about complex, real-world problems and how to make decisions in these scenarios in a safe environment. This allows students to put theory to simulated practice and to explore the consequences of different decisions in a safe environment. 

 

In the ESCORT project, we are making scenario-based learning modules targeting first responders, doctors, and medics among other similar professionals. These modules aim to prepare these individuals for uncommon ‘disaster’ situations. Helping healthcare providers improve their competence, confidence, and readiness for these scenarios helps increase hospital resilience.

 

In their scoping review Khalil et al lists 6 influencing components to hospital resilience: space, stuff, staff, systems, strategies, and services. Of these 6Ss, they found staff to be “one of the most important components of resilient hospitals” (3). Therefore, the education of staff is a particularly significant endeavour in improving hospital resilience. In particular, Khalil et al underscore the  importance of addressing the emotional capacity, cognitive capacity, and epistemic capacity of staff (3). 

 

Our scenario-based learning modules address epistemic capacity by allowing individuals to better understand disaster scenarios. We also address cognitive capacity through centering decision-making as the main vehicle for their learning. Finally, we address emotional capacity by providing a safe environment for practice which thereby increases the confidence and emotional readiness of individuals. 

 

We aim to create engaging scenario-based learning modules by evoking the nostalgia of Choose Your Own Adventure (CYOA) stories in a concise package that respects the time of our learners. The modules we have created have up to around 50 different endings with a depth of up to 10 decisions.