Healthcare Stimulation Flashcards
1
Q
inviting participants
A
Before
2
Q
made clear that learning will be in a simulated environment.
A
Before
3
Q
identify features and functions of a simulator
A
Immediately before
4
Q
how this will be managed
A
Immediately before
5
Q
asked about their feelings
A
Immediately before
6
Q
what they are hoping to achieve.
A
Immediately before
7
Q
educators can draw on real clinical events
A
Immediately before
8
Q
designing scenarios
A
Immediately before
9
Q
maintain the fiction contract
A
During
10
Q
conduct scenarios in a realistic way
A
During
11
Q
discussion of safe and unsafe practices
A
During
12
Q
debriefings
A
During
13
Q
asked about realism and meaningfulness
A
After
14
Q
evaluation
A
After
15
Q
inform faculty development and scenario design
A
After
16
Q
degree to which a sound or picture reproduced or transmitted resembles the original’
A
fidelity
17
Q
accurately reflect physiological parameters
A
fidelity
18
Q
represent particular organs.
A
fidelity
19
Q
– copies of a real object, sometimes mass-produced copies of an ‘original’
A
reproduction
20
Q
– intentional creation of some of the elements of something real
A
re-creation
21
Q
Rehmann
A
– equipment, environmental and psychologic
22
Q
Kyaw
A
patient, clinical scenario and healthcare facility
23
Q
Hamstra
A
– abandoning the term fidelity
24
Q
Woollard’s view
A
اصلاح رفتار و اطمینان از آمادگی فراگیران برای یادگیری که بهترین نتایج حاصل می شود
25
Anders Ericsson
Deliberate practice
26
Lave and Wenger
legitimate peripheral participation
27
legitimate peripheral participation
situated learning
28
living curriculum
apprenticeship-style learning.
29
Remind simulated participants that emotionally demanding roles may affect them later and offer a follow-up
contact
After the simulation
30
Inviting
learners
Before
31
Email
highlighting the
idea of
simulation
training
Before
32
Training
simulated
patients in role
portrayal
Before
33
Brief
orientation to
simulation
Before
34
Designing
scenarios
Before
35
Developing
faculty
Before
36
Selection and
development
Before
37
Based on
detailed task
analysis
Before
38
Selective
abstraction
during
distributed
simulation
Before
39
Creating an
engaging
learning
environment
During
40
Establishing
fiction
contract at
course
beginning
During
41
Highlighting
collaborative
learning
During
42
Implementing
scenarios
During
43
Task appropriate
conduct
During
44
Using ‘real’ time
During
45
Maintaining an
engaging
learning
environment
During
46
Maintaining
fiction
contract
during
debriefings
During
47
Acknowledging
learners’
perceptions
During
48
Evaluating
simulations
49
Ask for
learners’
feedback on
realism
After
50
Web-based questionnaire
After
51
Knowledge
Case presentation
52
teach
primarily basic medical knowledge.
Case presentation
53
Multimedia systems
Case presentation
54
Clinical reasoning
Interactive patient
scenario
55
Multimedia systems
Interactive patient
scenario
56
eViP
Interactive patient
scenario
57
Clinical reasoning or
team training
VP game
58
Virtual worlds
VP game
59
high-risk scenarios and team training
situations
VP game
60
Second Life VPs
VP game
61
Procedural or basic
clinical skills
High-fidelity
software simulation
62
Dynamic simulations
High-fidelity
software simulation
63
real-time simulation of human physiology
High-fidelity
software simulation
64
surgical simulations.
High-fidelity
software simulation
65
haptic technology)
High-fidelity
software simulation
66
Non-standard
devices
High-fidelity
software simulation
67
mixed reality
High-fidelity
software simulation
68
communication
skills
Human standardized
patient
69
Video-recorded actors
Human standardized
patient
70
Procedural and basic
clinical skills, team
training
High-fidelity
mannequin
71
Mannequins
High-fidelity
mannequin
72
part
task trainers
High-fidelity
mannequin
73
Mannequins with realistic anatomy
High-fidelity
mannequin
74
complex
procedures such as endoscopy
High-fidelity
mannequin
75
Conversational
characters
Virtual standardized
patient
76
Patient communication
skills
Virtual standardized
patient
77
natural language processing
Virtual standardized
patient
78
the world easy to use and understand?
Accessibility
79
additional time investment in learning
to use the world appropriate to the intended use and
outcomes?
Accessibility
80
the world theme appropriate
Genre
81
unsuitable for certain professional uses
Genre
82
design and add new scenarios
Extensibility
83
Can the virtual world be made private?
Security
84
an option
Security
85
§ pre-determined sequence
Linear
86
fixed
Linear
87
CASUS
Linear
88
structured into various paths
Branching
89
student decisions on treatment
Branching
90
Open Labyrinth
Branching
91
choose from ranges of possible data
Template-based systems
92
CAMPUS
Template-based systems
93
possible data – interviews, lab data, physical examination
Template-based systems
94
algorithmic pathophysiological model
Knowledge-based
95
CliniSpace Dynapatients
Knowledge-based
96
falling cost of technologies
Push factors
97
- the increasing sophistication
Push factors
98
- the increasing size of the virtual environment
Push factors
99
- virtual patient development community
Push factors
100
lower development costs
Push factors
101
COTS platforms
Push factors
102
CliniSpace Virtual Sim Center
useability of push factor
103
useability
Push factors
104
Why choose virtual worlds over other technologies for learning
· Realistic clinical context
· resourcing advantages
· evidence base
105
Foucauldian perspective
§ ethics of reflective education اخلاق آموزش تاملی
§ virtue ethics اخلاق فضیلت
106
– Beauchamp and Childress’s principlism
§ autonomy
§ beneficence
§ non-maleficence
justice
107
فراگیران به طور خلاصه دیدگاه خود را از آنچه رویداد شبیه سازی در مورد آن بود، توصیف می کنند
Description phase
Three main phases
108
clarifying the working diagnosis
Description phase
Three main phases
109
shared mental model
Description phase
Three main phases
110
detailed discussion about specific aspects of performance in the analysis phase
Analysis phase
Three main phases
111
the educator invites learners to describe event of the case
Gather phase
GAS
112
close performance gaps
Analysis phase
Three main phases
113
, generating ideas for improvement
Analysis phase
GAS
114
generalizing discussion points to other contexts
Analysis phase
GAS
115
immediately following the reactions phase
Description phase
Three main phases
116
define the rules
► The US Army’s after-action review framework
117
explain learning objectives
► The US Army’s after-action review framework
118
benchmark performance
► The US Army’s after-action review framework
119
review expected actions
► The US Army’s after-action review framework
120
· identify what happened
► The US Army’s after-action review framework
121
examine why things happened the way they did
► The US Army’s after-action review framework
122
· formalize learning
► The US Army’s after-action review framework
123
· Reactions
TeamGAINS
124
· transfer from simulation to reality
TeamGAINS
125
· discuss the clinical component
TeamGAINS
126
· discussion of behavioural skills
TeamGAINS
127
summarization of the learning experience
TeamGAINS
128
supervised practice of clinical skills
TeamGAINS
129
· then provide specific information in order to correct the performance gap
► Directive feedback
130
unidirectional with information flowing from educator to learner
► Directive feedback
131
· address specific issues efficiently
► Directive feedback
132
supportive rationale for corrective behaviours
► Directive feedback
133
suited knowledge deficits are evident
► Directive feedback
134
suited if learners are struggling with a particular procedural skill
► Directive feedback
135
· educators engage learners in a self-reflective process
► learner self-assessment
136
individual or team strengths and weaknesses.
► learner self-assessment
137
plus-delta method
► learner self-assessment
138
learners list issues, educators assess insight based on self-assessment.
► learner self-assessment
139
exploration of the underlying reasons for specific behaviours or decisions
focused facilitation
140
identification of solutions to problems
focused facilitation
141
· generalization of these solutions to various different contexts
focused facilitation
142
· Debriefing with good judgement
focused facilitation
143
inquiry
focused facilitation
144
an open-ended question to solicit the learners’ perspectives
focused facilitation
145
educators must be genuinely curious
focused facilitation
146
explore learners’ thought processes openly
focused facilitation
147
, hold their assumptions loosely
focused facilitation
148
educator prompts learners to compare their performance against defined standards of teamwork.
Guided team self-correction
149
· highly learner centred
Guided team self-correction
150
learners must have sufficient prior knowledge and experience
Guided team self-correction
151
· suited for experienced teams
Guided team self-correction
152
third-person perspective
► Circular questions
153
play an important role in the TeamGAINS approach to debriefing healthcare teams
Circular questions
advocacy inquiry
guided team self-correction
154
adapt debriefing methods to learner types, learning objectives and learning contexts
► Blending approaches
155
▪ maximizes the strengths of various approaches while striving to minimize weakness
► Blending approaches
