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Self-directed Learning in Simulation

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James Cooke

on 2 March 2017

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Transcript of Self-directed Learning in Simulation

Self-directed Learning in Simulation
UMCSC Brown Bag Series
April 15, 2014
James Cooke MD
Why Self-directed
Value - in learning and in operations
Can save significant faculty time
Can decrease non-value-added learner time
Increase engagement
Allow for independent pacing
Opportunity to objectively self-assess
Teaching self-improvement/self-evaluation

Current state
Surgical
Simple suturing
Laparoscopy skills
Robotic skills
Endoscopy (GI, cysto, arthro, hystero, bronch, etc)
Microsurgical



Endoscopy
Cardiac exam
Diagnostic dilemma
Fundoscopic exam
BLS/ACLS
Your experiences
PBLI
Competencies & Milestones
Self-directed Simulation
Medical
Scenario
Present learners with expectations, introductory information
Dilemma
Appropriately challenging
Targeted to knowledge, skill or attitude objectives
Opportunities to succeed and fail
Objective assessment and analysis of performance
Repeat
until measurably successful ... as opposed to comfortable
Process
Requires significant investment over traditional
Analogies?
for colleagues, learners, or each other
Rick Osentoski - USA Today Sports - http://gbmwolverine.com/2013/12/15/michigan-basketball-arizona-michigan-wrap/ Accessed 4/8/14
Clinical/objective evaluation of a complex, sometimes contradictory set of facts -
Judge, investigator
Pattern recognition-
mathematics, speech, face, melody, pathology
Self-directed skill learning
Challenges
Development
Ideal for only some knowledge/skills
Scheduling
Access
Lack of interaction with instructor/other learners
Volume of material/manageable chunks
Learner monitoring/management
Updating (broken links, outdated evidence, sim maintenance)
Assessment data management

Universal Access to Information
http://www.laerdal.com/images/L/ADTITWOI.jpg accessed 4/15/14
Full transcript