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المپیاد > Healthcare Stimulation > Flashcards

Healthcare Stimulation Flashcards

1
Q

inviting participants

A

Before

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2
Q

made clear that learning will be in a simulated environment.

A

Before

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3
Q

identify features and functions of a simulator

A

Immediately before

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4
Q

how this will be managed

A

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5
Q

asked about their feelings

A

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6
Q

what they are hoping to achieve.

A

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7
Q

educators can draw on real clinical events

A

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8
Q

designing scenarios

A

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9
Q

maintain the fiction contract

A

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10
Q

conduct scenarios in a realistic way

A

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11
Q

discussion of safe and unsafe practices

A

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12
Q

debriefings

A

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13
Q

asked about realism and meaningfulness

A

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14
Q

evaluation

A

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15
Q

inform faculty development and scenario design

A

After

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16
Q

degree to which a sound or picture reproduced or transmitted resembles the original’

A

fidelity

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17
Q

accurately reflect physiological parameters

A

fidelity

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18
Q

represent particular organs.

A

fidelity

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19
Q

– copies of a real object, sometimes mass-produced copies of an ‘original’

A

reproduction

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20
Q

– intentional creation of some of the elements of something real

A

re-creation

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21
Q

Rehmann

A

– equipment, environmental and psychologic

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22
Q

Kyaw

A

patient, clinical scenario and healthcare facility

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23
Q

Hamstra

A

– abandoning the term fidelity

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24
Q

Woollard’s view

A

اصلاح رفتار و اطمینان از آمادگی فراگیران برای یادگیری که بهترین نتایج حاصل می شود

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25
Q

Anders Ericsson

A

Deliberate practice

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26
Q

Lave and Wenger

A

legitimate peripheral participation

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27
Q

legitimate peripheral participation

A

situated learning

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28
Q

living curriculum

A

apprenticeship-style learning.

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29
Q

Remind simulated participants that emotionally demanding roles may affect them later and offer a follow-up
contact

A

œ After the simulation

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30
Q

Inviting
learners

A

Before

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31
Q

Email
highlighting the
idea of
simulation
training

A

Before

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32
Q

Training
simulated
patients in role
portrayal

A

Before

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33
Q

Brief
orientation to
simulation

A

Before

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34
Q

Designing
scenarios

A

Before

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35
Q

Developing
faculty

A

Before

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36
Q

Selection and
development

A

Before

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37
Q

Based on
detailed task
analysis

A

Before

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38
Q

Selective
abstraction
during
distributed
simulation

A

Before

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39
Q

Creating an
engaging
learning
environment

A

During

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40
Q

Establishing
fiction
contract at
course
beginning

A

During

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41
Q

Highlighting
collaborative
learning

A

During

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42
Q

Implementing
scenarios

A

During

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43
Q

Task appropriate
conduct

A

During

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44
Q

Using ‘real’ time

A

During

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45
Q

Maintaining an
engaging
learning
environment

A

During

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46
Q

Maintaining
fiction
contract
during
debriefings

A

During

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47
Q

Acknowledging
learners’
perceptions

A

During

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48
Q

Evaluating
simulations

A
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49
Q

Ask for
learners’
feedback on
realism

A

After

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50
Q

Web-based questionnaire

A

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51
Q

Knowledge

A

Case presentation

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52
Q

teach
primarily basic medical knowledge.

A

Case presentation

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53
Q

Multimedia systems

A

Case presentation

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54
Q

Clinical reasoning

A

Interactive patient
scenario

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55
Q

Multimedia systems

A

Interactive patient
scenario

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56
Q

eViP

A

Interactive patient
scenario

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57
Q

Clinical reasoning or
team training

A

VP game

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58
Q

Virtual worlds

A

VP game

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59
Q

high-risk scenarios and team training
situations

A

VP game

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60
Q

Second Life VPs

A

VP game

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61
Q

Procedural or basic
clinical skills

A

High-fidelity
software simulation

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62
Q

Dynamic simulations

A

High-fidelity
software simulation

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63
Q

real-time simulation of human physiology

A

High-fidelity
software simulation

64
Q

surgical simulations.

A

High-fidelity
software simulation

65
Q

haptic technology)

A

High-fidelity
software simulation

66
Q

Non-standard
devices

A

High-fidelity
software simulation

67
Q

mixed reality

A

High-fidelity
software simulation

68
Q

communication
skills

A

Human standardized
patient

69
Q

Video-recorded actors

A

Human standardized
patient

70
Q

Procedural and basic
clinical skills, team
training

A

High-fidelity
mannequin

71
Q

Mannequins

A

High-fidelity
mannequin

72
Q

part
task trainers

A

High-fidelity
mannequin

73
Q

Mannequins with realistic anatomy

A

High-fidelity
mannequin

74
Q

complex
procedures such as endoscopy

A

High-fidelity
mannequin

75
Q

Conversational
characters

A

Virtual standardized
patient

76
Q

Patient communication
skills

A

Virtual standardized
patient

77
Q

natural language processing

A

Virtual standardized
patient

78
Q

the world easy to use and understand?

A

Accessibility

79
Q

additional time investment in learning
to use the world appropriate to the intended use and
outcomes?

A

Accessibility

80
Q

the world theme appropriate

A

Genre

81
Q

unsuitable for certain professional uses

A

Genre

82
Q

design and add new scenarios

A

Extensibility

83
Q

Can the virtual world be made private?

A

Security

84
Q

an option

A

Security

85
Q

§ pre-determined sequence

A

Linear

86
Q

fixed

A

Linear

87
Q

CASUS

A

Linear

88
Q

structured into various paths

A

Branching

89
Q

student decisions on treatment

A

Branching

90
Q

Open Labyrinth

A

Branching

91
Q

choose from ranges of possible data

A

Template-based systems

92
Q

CAMPUS

A

Template-based systems

93
Q

possible data – interviews, lab data, physical examination

A

Template-based systems

94
Q

algorithmic pathophysiological model

A

Knowledge-based

95
Q

CliniSpace Dynapatients

A

Knowledge-based

96
Q

falling cost of technologies

A

Push factors

97
Q
  • the increasing sophistication
A

Push factors

98
Q
  • the increasing size of the virtual environment
A

Push factors

99
Q
  • virtual patient development community
A

Push factors

100
Q

lower development costs

A

Push factors

101
Q

COTS platforms

A

Push factors

102
Q

CliniSpace Virtual Sim Center

A

useability of push factor

103
Q

useability

A

Push factors

104
Q

Why choose virtual worlds over other technologies for learning

A

· Realistic clinical context
· resourcing advantages
· evidence base

105
Q

Foucauldian perspective

A

§ ethics of reflective education اخلاق آموزش تاملی
§ virtue ethics اخلاق فضیلت

106
Q

– Beauchamp and Childress’s principlism

A

§ autonomy
§ beneficence
§ non-maleficence
justice

107
Q

فراگیران به طور خلاصه دیدگاه خود را از آنچه رویداد شبیه سازی در مورد آن بود، توصیف می کنند

A

Description phase
Three main phases

108
Q

clarifying the working diagnosis

A

Description phase
Three main phases

109
Q

shared mental model

A

Description phase
Three main phases

110
Q

detailed discussion about specific aspects of performance in the analysis phase

A

Analysis phase
Three main phases

111
Q

the educator invites learners to describe event of the case

A

Gather phase
GAS

112
Q

close performance gaps

A

Analysis phase
Three main phases

113
Q

, generating ideas for improvement

A

Analysis phase
GAS

114
Q

generalizing discussion points to other contexts

A

Analysis phase
GAS

115
Q

immediately following the reactions phase

A

Description phase
Three main phases

116
Q

define the rules

A

► The US Army’s after-action review framework

117
Q

explain learning objectives

A

► The US Army’s after-action review framework

118
Q

benchmark performance

A

► The US Army’s after-action review framework

119
Q

review expected actions

A

► The US Army’s after-action review framework

120
Q

· identify what happened

A

► The US Army’s after-action review framework

121
Q

examine why things happened the way they did

A

► The US Army’s after-action review framework

122
Q

· formalize learning

A

► The US Army’s after-action review framework

123
Q

· Reactions

A

TeamGAINS

124
Q

· transfer from simulation to reality

A

TeamGAINS

125
Q

· discuss the clinical component

A

TeamGAINS

126
Q

· discussion of behavioural skills

A

TeamGAINS

127
Q

summarization of the learning experience

A

TeamGAINS

128
Q

supervised practice of clinical skills

A

TeamGAINS

129
Q

· then provide specific information in order to correct the performance gap

A

► Directive feedback

130
Q

unidirectional with information flowing from educator to learner

A

► Directive feedback

131
Q

· address specific issues efficiently

A

► Directive feedback

132
Q

supportive rationale for corrective behaviours

A

► Directive feedback

133
Q

suited knowledge deficits are evident

A

► Directive feedback

134
Q

suited if learners are struggling with a particular procedural skill

A

► Directive feedback

135
Q

· educators engage learners in a self-reflective process

A

► learner self-assessment

136
Q

individual or team strengths and weaknesses.

A

► learner self-assessment

137
Q

plus-delta method

A

► learner self-assessment

138
Q

learners list issues, educators assess insight based on self-assessment.

A

► learner self-assessment

139
Q

exploration of the underlying reasons for specific behaviours or decisions

A

focused facilitation

140
Q

identification of solutions to problems

A

focused facilitation

141
Q

· generalization of these solutions to various different contexts

A

focused facilitation

142
Q

· Debriefing with good judgement

A

focused facilitation

143
Q

inquiry

A

focused facilitation

144
Q

an open-ended question to solicit the learners’ perspectives

A

focused facilitation

145
Q

educators must be genuinely curious

A

focused facilitation

146
Q

explore learners’ thought processes openly

A

focused facilitation

147
Q

, hold their assumptions loosely

A

focused facilitation

148
Q

educator prompts learners to compare their performance against defined standards of teamwork.

A

Guided team self-correction

149
Q

· highly learner centred

A

Guided team self-correction

150
Q

learners must have sufficient prior knowledge and experience

A

Guided team self-correction

151
Q

· suited for experienced teams

A

Guided team self-correction

152
Q

third-person perspective

A

► Circular questions

153
Q

play an important role in the TeamGAINS approach to debriefing healthcare teams

A

Circular questions
advocacy inquiry
guided team self-correction

154
Q

adapt debriefing methods to learner types, learning objectives and learning contexts

A

► Blending approaches

155
Q

▪ maximizes the strengths of various approaches while striving to minimize weakness

A

► Blending approaches

المپیاد (6 decks)

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