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Simulation Curriculum (simulation + curriculum)

Distribution by Scientific Domains
Medical Sciences75%

Selected Abstracts

Geriatric Emergency Medicine with Integrated Simulation Curriculum

ACADEMIC EMERGENCY MEDICINE, Issue 2009
Chris Doty
Our initiative is a replicable model curriculum that teaches emergency geriatric care principles utilizing didactics and immersive simulation. Simulated scenarios encompass principles specific to geriatric care. Major curricular principles include: 1) respect for patients' autonomy, 2) accommodating patients' physical and cognitive limitations, 3) appropriate resource utilization, and 4) accurate symptom recognition and clinical decision-making. These four basic principles are incorporated throughout the curriculum and specifically during three simulated scenarios: 1) a patient with respiratory distress in the setting of end-stage cancer and end-of-life teaches topics pertaining to living wills, health care proxies and DNR orders; 2) a fallen patient requiring a trauma evaluation and safe discharge teaches resource utilization, complex evaluation of home environment, social support principles, access to medical care concepts, and utilization of institutional social services; 3) a patient with altered mental status caused by polypharmacy and sepsis teaches geriatric diagnostic and intervention challenges. Faculty teach specific clinical tactics such as minimizing distractions, frequent reorientation, minimal use of urinary catheters and "tethering" devices, prompt triage and medical screening exams, and coordinating disposition with family, nursing, and clerical staff. The curriculum also includes large classroom didactics incorporating active learning via live streamed simulation into the resident conference room. We developed an internet-based tool to manage the curriculum and track resident participation. The tool stores and sends educational handouts via email and displays digital media (e.g., radiographs, EKGs) on screen during lectures and simulation sessions. Learning objectives are measured and reinforced with pre- and post-curriculum test questions. [source]

Innovation of visualized interactive tools for learning molecular simulation curriculum

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 1 2010
Wen-Tsai Sung
Abstract The goal of molecular simulation stability is to predict the detailed structure and physical properties of molecules in bioengineer's experiment curriculum. This work succeeds in citing minimum energy and some computer graphics technologies to support this theme. Molecular structure is that given the uncountable number of possible conformations for a protein, how we can determine the lowest energy structure. In this article the authors employed the previous researches-WebDeGrator and some existing molecular graphics tools to simulate various protein folding, ligand acceptor interaction, and molecular visualization. For this reason, bioengineer experimental curriculum will be visualization and interactive among learning members. Finally, Simpson's Taxonomy and pre- and post-test examinations are applied to System Evaluation, and molecular simulation and minimum energy will be discussed. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 28,40, 2010; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20226 [source]

A cost-effective simulation curriculum for preclinical endodontics

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2004
Roberta Pileggi
A challenge in contemporary dental education is to achieve a smooth transition from preclinical teaching environments to patient-care clinics in a cost-effective manner. The preclinical endodontic courses at The University of Texas, Dental Branch at Houston provide a unique learning environment that enables the student to perform endodontic treatment on extracted teeth in a typodont, and be involved in diagnosis and treatment-planning discussions. The specially designed stone typodont used has built-in radiographic capability, and is mounted at each chair in the clinic. During each preclinical session, students are assigned clinical cubicles and proper aseptic protocol is followed. Students are required to wear gloves, masks and eyewear, and place a rubber dam during treatment. Written self-assessment evaluations based upon prescribed criteria are utilised; feedback is given by faculty composed of both full-time endodontists and graduate students who periodically rotate and are calibrated on a regular basis. In the lecture phase, clinical case scenarios are presented to reinforce concepts of diagnosis and emergency care and to help integrate endodontics with other disciplines; a Socratic-like teaching style is established by the faculty facilitator to create an environment for developing critical-thinking and problem-solving skills. The overall feedback from graduating students has been very positive. Advantages of this format are an easier transition to patient management, a more keen interest in specialsation and a perceived increase in levels of confidence. [source]

14 The Use of Medical Simulation to Enhance the Clinical Exposure to International Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 2008
David Bouslough
Study Objectives:, Increasing numbers of immigrants and returned travelers use emergency departments for health care. Many physicians-in-training are interested in participating in health electives abroad, yet residency curricula generally address global health inadequately. Advanced medical simulation (SIM) is an educational modality used to artificially re-create clinical experiences. Authors explored the application of SIM and standardized patient encounters to teach emergency medicine residents select topics in tropical medicine, public health, and decision-making in varied-resource settings. Methods:, International Emergency Medicine (IEM) faculty created four case scenarios interspersed into the established residency simulation curriculum. Moulaged manikins and standardized patients in immersive IEM clinical settings provided history and physical exam cues to learners during the following clinical encounters: - "Tent-side" mobile clinic, East Africa: "Dizzy" pregnant patient (Hookworm). - Rural health clinic, Southeast Asia: Infant with "altered mental status" (Dengue). - Emergency department, North America: Central American immigrant with "dyspnea" (Chagas). - Emergency department, North America: Returned traveler from East Africa with "fever" (Typhoid). Post-scenario debriefings addressed unique elements of IEM including [source]