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Learning Engineering is Ethical
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Ethics in instructional design and learning engineering requires recognizing the contributions of all stakeholders. In medical simulation centers, many tasks use existing training systems. (See Figure 7.5, left.) Training sessions that use these materials tend to focus on the development of team decision-making and communication skills. Instructional designers in health professions education often assumed that the use of these technologies was sufficient to promote the acquisition of complex skills. However, many novel training tasks were created to address more foundational skills. In many cases, elegant training solutions were developed by technicians that worked at the simulation center at the request of clinicians. Many of these training tasks were exceptionally novel, using a variety of materials and techniques, for example, multi-layer synthetic tissue models with shampoo packets to model abscesses. (See Figure 7.5, right.) In many cases, technicians described the design and developmental process in a manner that suggested their autonomy, with little to no input from the clinicians. However, other than interpersonal expressions of thanks, technicians were often not formally acknowledged as contributors in instructional design in publications or presentations.
Safety
Published in Robert S. Holzman, Anesthesia and the Classics, 2022
There are differences in the level of risk, velocity, and barriers to entry between altruism and heroism. However, the level of risk incurred in altruism is lower than even the minimum risk for heroism. How do we explain the disparity between “everyone should act, but not everyone does act?” Are there lessons to be learned from highly trained teams such as military special forces, tactical police teams and professional sports teams with regard to readying a mind-set for safety as well as heroism so that the initiation of critical action is favored at the earliest possible time? This is at the core, and part of the hidden curriculum, of medical simulation. There is a difference in the speed of the altruistic and heroic act. Deliberative indecision can occur from seconds to minutes in the altruistic act in increasingly ambiguous situations while heroic decisions tend to take place in a split-second, with actions that speedily move forward despite the complexity of the situation. Such situations seem more guided by mindfulness than by vigilance and concentration.15
Sustainable health and social care system in the community
Published in Ben Y.F. Fong, Martin C.S. Wong, The Routledge Handbook of Public Health and the Community, 2021
Second, the modern medical simulation education tools can be introduced to the medical and nursing schools. Medical simulation education tools were developed for the purpose that students can learn to solve problems best by ‘doing’, apply the knowledge to realistic medical problems, and learn from their mistakes in a ‘safe’ environment. On one hand, medical and nursing students can develop their clinical reasoning and more accurate diagnosis through more practises with the simulation tools, which in turn can reduce medical accidents. On the other hand, it can ensure that the students proceed their on-going learning process without being influenced by outbreaks, such as the COVID-19 pandemic. For example, during the period of COVID-19, software such as DxR Clinician and Nursing SELECT have been adopted by many medical and nursing schools.
Simulation training in suicide risk assessment and intervention: a systematic review and meta-analysis
Published in Medical Education Online, 2023
Océane Richard, Fabrice Jollant, Grégoire Billon, Chris Attoe, Dominique Vodovar, Marie-Aude Piot
First developed in the sixties, simulation-based-education is defined as a set of ‘techniques that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions’ [20]. In the case of health assessment, the experiential learning component provides the opportunity to interact with simulated patient, to reflect emotionally and practically, before embedding learning through facilitator-led peer discussions in debriefing. The debriefing session is about creating a caring and trusting environment to think about learning objectives and identify areas of improvement [21]. The benefits of medical simulation-based-education are widely recognized in terms of reducing medical errors, improving medical practices and patient safety, as well as learner satisfaction and engagement [22–25].
How to identify and prioritize procedures suitable for simulation-based training: Experiences from general needs assessments using a modified Delphi method and a needs assessment formula
Published in Medical Teacher, 2018
Leizl Joy Nayahangan, Dimitrios Stefanidis, David E. Kern, Lars Konge
The needs assessment process we have followed has led to exploration of different available simulation modalities and has opened the possibilities for development when there is no equipment available. For example, endoscopic ultrasound-guided fine-needle aspiration biopsy (EUS-FNA) and endoscopic ultrasound-guided endobronchial fine-needle aspiration biopsy (EUS-B-FNA), which ranked fourth in the needs assessment in pulmonary medicine (Nayahangan, et al. 2016), has no virtual reality simulators available in the market yet. This study has motivated the collaboration with medical simulation companies to develop phantoms and virtual reality simulators to train this advanced procedure.
Process of medical simulator development: An approach based on personal experience
Published in Medical Teacher, 2018
Dinker R. Pai, Chau P. N. Minh, Morten B. S. Svendsen
Medical simulation has a range of applications, where medical education is at present the most common (Bradley 2006; Rosen 2008). Examples of usage for medical simulators could be designing and optimizing patient scenarios (Dieckmann et al. 2007), however, medical simulation also finds usage in usability testing forming a basis for decision making in purchasing and medical product development (Wichansky 2000; Redish 2007; Kushniruk et al. 2013). We have proposed one general approach for designing a medical simulator, taking advantage of cross-functional collaboration between technical and medical experts.