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Essential Simulation in Clinical Education
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newark :
John Wiley & Sons, Incorporated,
2013.
|
| Colección: | New York Academy of Sciences Ser.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Title page
- Copyright page
- Contents
- Contributors
- Foreword
- Glossary and abbreviations
- Features contained within your textbook
- CHAPTER 1: Essential simulation in clinical education
- History
- Evidence
- Teaching, learning and assessment
- The people
- The skills: technical, non-technical and team working
- The places
- Doing it
- Real-life examples
- The future
- References
- CHAPTER 2: Medical simulation: the journey so far
- Definition
- Taxonomy
- Early simulators
- Part task trainers
- Real people as simulators
- Screen-based simulation
- Simulated environments
- Virtual reality
- Development of simulation education centres
- Guidelines and regulation
- References
- CHAPTER 3: The evidence: what works, why and how?
- Essential features for effective learning: what works?
- Feedback
- Repetitive practice
- deliberate practice
- Procedural skills
- Curriculum integration
- Outcome measurement
- Level 1
- Level 2
- Levels 3 and 4
- Simulation used for high-stakes assessment
- Moving forward
- challenges and perspectives
- Integration of simulation-based activities based on best practice
- Research in simulation-based training
- References
- CHAPTER 4: Pedagogy in simulation-based training in healthcare
- Three related dimensions in skills learning
- Pedagogy and learning theory
- Instructional strategies
- Creating learning opportunities
- Recognizing learning opportunities
- Using a learning opportunity
- Issues related to learners
- Issues related to task
- Specific versus general tasks
- Issues related to context
- Simulation fidelity
- The as-if as a learning tool
- Facilitators, learners and their interaction
- Feedback
- References
- CHAPTER 5: Assessment
- Purposes of assessment in education
- Principles of assessment
- Advances in technology
- Assessment: the practicalities
- Defining the domains of assessment
- Scoring metrics
- Assessors
- Piloting the assessment
- Organizing and running the assessment
- Quality assurance
- Challenges and future directions
- References
- CHAPTER 6: The roles of faculty and simulated patients in simulation
- Faculty
- Ethical and professional values
- Educational context
- Roles and skills required
- Faculty training
- The principles of a faculty development programme
- Standards, quality assurance and recognition
- Educational leadership
- Simulated patients
- Definitions and nomenclature
- A brief history of SPs
- Educational contexts
- Integrated teaching of technical skills and communication ('hybrid simulation')
- SPs as teachers
- SPs as assessors
- Using SPs to assess clinical practice and healthcare systems
- Recruitment and selection of SPs
- Being an SP
- Training and assessment of SPs
- Training SPs in the history and consultation
- Training SPs to portray physical signs
- Training SPs to provide feedback and facilitate a small group