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Using Simulation as a Teaching Strategy

Children love to learn, but at some point they lose that and become adults that don't like formal learning. Let's explore why "play" has gotten such a bad rap and figure out how to get it back in education.
by

melissa yager

on 9 October 2012

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Transcript of Using Simulation as a Teaching Strategy

Melissa Yager there are
many
definitions
and
descriptions ^ Using Simulation to
Facilitate Change http://www.flickr.com/photos/cmduke/3035453343/ What is Simulation? “Human simulation is a relatively new teaching strategy that allows learners to develop, refine, and apply knowledge and skills in a realistic clinical situation as they participate in interactive learning experiences designed to meet their educational goals”

(Durham & Alden, 2008) How have you seen simulation used? Military
Flight
Physicians
Nursing education How can simulation be used in clinical and academic settings? Research in Simulation Increased confidence and decision making in new graduate nurses (Kaddoura, 2010) Identification of errors with  improved outcomes over time (Maslovitz, Barkai, Lessing, Ziv & Many, 2007) Significant  improvement of learning in the affective domain (Shepherd, et al., 2010) A systematic review reported simulation as a valid learning strategy, found an increase in student confidence, knowledge, and ability
(Cant & Cooper, 2009) Outcome Determination Needs Assessment
Who are your learners? Cues may be subtler with more experienced staff Domains
Cognitive
Psychomotor
Affective
(Bloom’s Taxonomy, 2010) Simulation Terminology Simulation- a strategy, not a technology! Low Fidelity
Medium Fidelity
High Fidelity Moulage Confederates
Standardized Patients- paid actors Planning Development of Scenarios
CSA or Bay Area Simulation Collaborative
Uses objectives Based on current evidence
Use template or storyboard Template Implementation Rules of Simulation
Set up
Validation checklist for facilitator Facilitator Role
Getting staff to participate
Getting out of the way Incorporating CAP
Shared Need
Vision
Commitment Debriefing
A process where the experience is translated into learning Environment- quiet room
Ground rules
Learner initiated
Video- definitive but time consuming Facilitator Role Reaction
Review objectives- learning vs. competency?
Analysis- examine what happened, correct misunderstandings
Focus on learning vs. performance
Involve everyone
Summary of take away points (Brown, 2010)
Full transcript