| Unit name | Teaching and Learning using Simulators (Unit 217) |
|---|---|
| Unit code | MEEDM0014 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Greenwood |
| Open unit status | Not open |
| Pre-requisites |
PG Certificate in Teaching and Learning for Health Professionals |
| Co-requisites |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Simulation has been used increasingly as a means to support skills training in the health professions. A wide variety of simulator equipment is now available: from high-fidelity and expensive dedicated suites with realistic physiological data models, to lower-fidelity portable models intended for use in the everyday clinical workplace or the third world. Much of the training of trainers has focused on how to use specific equipment for clinical skills training, but attention is shifting towards broader issues, the development and understanding of non-technical skills, communication skills, team-working skills, observation of practice, critique and feedback and translating simulation learning into the workplace.
The unit will enable participants to gain a fuller understanding of the development, use, benefits and pitfalls of simulation in the teaching of health professionals, so that they can make educated choices about its appropriate use in their own context. Relevant theories of learning will be explored to help illuminate the extent to which simulation is an effective teaching tool.
1. Describe the history, context and the different types of simulators. 2. Discuss educational rationales for using simulators. 3. Investigate the efficacy, validity and cost-benefit of teaching approaches using simulators. 4. Analyse benefits and pitfalls of simulation in relation to applicable learning theory. 5. Create more effective learning environments and realistic scenarios for simulation. 6. Evaluate the use of simulation in the teaching of a range of technical and relevant non-technical skills (including clinical thinking, teamwork, communication, observation, critique and feedback). 7. Translate learning from simulation into the workplace. 8. Make use of valid and reliable ways to assess learning from simulation. 9. Engage in research into simulation as a teaching tool.
The teaching methods will comprise a mix of pre-course reading, e-learning and face to face opportunities including demonstration and visits to simulation centre(s), discussion, seminar and small group activities.
The assessments will together comprise 4,000 words or equivalent in other media.
Formative assessment: feedback on simulation activities.
Summative assessment: (100%): a project report based on the use of simulator(s) in teaching and learning for health professionals. Students will need to: a. Create a simulation scenario suitable for their own professional context b. Critique this in format meeting the generic and specific assessment criteria for the unit.
Bradley P Bradley (2006) The history of simulation in medical education and possible future directions. Medical Education 40(3): 254-262.
Cheng A; Duff J; Grant E; Kissoon N; Grant VJ (2007). Simulation in paediatrics: An educational revolution. Paediatrics & Child Health 12(6): 465-468.
Hammoud MM; Nuthalapaty FS; Goepfert AR, Casey PM; Emmons S; Espey EL; Kaczmarczyk JM; Katz NT; Neutens JJ; Peskin EG (2008) To the point: medical education review of the role of simulators in surgical training. American journal of obstetrics and gynecology 199(4): 338 -343.
Issenberg SB; McGaghie W C; Petrusa ER; Gordon DL; Scalese RJ (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical teacher 27(1): 10-28.
Paskins, Z., & Peile, E. (2010). Final year medical students' views on simulation-based teaching: A comparison with the Best Evidence Medical Education Systematic Review. Medical Teacher, 32(7), 569-577.
