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0225 Do-it-yourself Simulation
  1. Katia Kyriakoulis
  1. University of Central Florida, Orlando, Florida, USA


Background Delivering courses for advanced practical procedures is one of the main roles of simulation-based education.1,2 This is useful for procedures that doctors do not get the opportunity to routinely practise in the real hospital environment, in order to keep their skills up to date.

Each part task trainer can simulate a single procedure, and as they are expensive to purchase, cost-effective issues arise for simulation centres and organisations.

We deliver a course for temporary trans-venous pacing for junior doctors. Most of the candidates have not done or seen the procedure in real life and are not familiar with the pacing box. Purchasing a pacing box to demonstrate its use, costs around $2000.

Description of innovation We created a temporary pacing box, with the ability to demonstrate all the characteristics and the uses of a real simulator, with the cost effective price of $2. We took advantage of a used box of chocolates, on which we fixed three buttons, that we are able to turn clockwise and anti-clockwise 360 °s. Around the buttons we wrote all the variables that exist on a real box, and the numbers in SI units, as they are in reality.

Improvements/outcomes We use the above box during our temporary trans-venous pacing courses, and are able to select rate, output and sensitivity, as we would do exactly with a real box. During the course, we connect it with a simulated monitor and control the pacing changes accordingly.

Take home messages Although simulation has been recommended as an important educational tool (3), in order for simulation-based educational courses to be sustainable, they have to be cost effective. “Do-it-Yourself Simulation” is a good start to reduce costs from the onset. We continue thinking of ways to save costs in multiple courses with do-it-yourself simulators.


  1. Aggarwall R, Mytton O, Derbrew M, Hananel D, Heydenburg M, Issenberg B, MacAulay C, Mancini M, Morimoto T, Soper N, Ziv A, Reznick R. (2010). Training and simulation for patient safety. BMJ Quality and Safety. 19 (2), 34–43

  2. Wang E, Quinones J, Fitch M, Dooley-Hash S, Griswold-Theodorson S, Medson R, Korley F, Laack T, Robinett A, Clay L. (2008). Developing Technical Expertise in Emergency Medicine—The Role of Simulation in Procedural Skill Acquisition. Academic Emergency Medicine. 15 (11), 1046–1057

  3. Donaldson L. (2008). Chief Medical Officer Report. Available: Last accessed 13 September 2014

  • Category: Course or curriculum evaluation/innovation/integration

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