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Simulation Experience (simulation + experience)
Selected AbstractsEnhancing Intellectual Empathy: The Lived Experience of Voice SimulationPERSPECTIVES IN PSYCHIATRIC CARE, Issue 3 2009Karen S. Dearing PhD PURPOSE., This study aimed to understand the lived experience of voice simulation with the novice nurse and to describe the impact on the nurse's empathy and desire to develop a therapeutic relationship. DESIGN AND METHODS., Twenty-eight women and men participated in a detailed narrative investigation of reflective writing of the lived experience of hearing voices through a voice simulation experience. FINDINGS., A sense of insight was developed, and participants felt they could empathize with this type of suffering. The ability to change attitudes to focus on the development of therapeutic relationships was enhanced. PRACTICE IMPLICATION., Voice simulation assists the novice nurse in developing intellectual empathy. [source] A Theme-based Hybrid Simulation Model to Train and Evaluate Emergency Medicine ResidentsACADEMIC EMERGENCY MEDICINE, Issue 11 2008Thomas P. Noeller MD Abstract Objectives:, The authors sought to design an integrated theme-based hybrid simulation experience to educate and evaluate emergency medicine (EM) residents, to measure the Accreditation Council for Graduate Medical Education (ACGME) competencies using this simulation model, to measure the impact of the simulation experience on resident performance on written tests, and to measure resident satisfaction with this simulation experience. Methods:, A theme-based hybrid simulation model that takes advantage of multiple simulation modalities in a concentrated session was developed and executed to both educate and evaluate EM residents. Simulation days took place at an integrated simulation center and replaced one 5-hour didactic block per quarter. Modified competency checklists were used to evaluate residents based on ACGME competencies. Written tests were administered before, during, and after simulation days. Residents were given the opportunity to evaluate the simulation days using standard residency program evaluation tools. Results:, The model was proven feasible. Core competencies were measured using the model, which was executed on four occasions in 2007. Most residents met expectations based on objective checklist criteria and subjective assessment by an observing faculty member. Data from the written tests showed no overall difference in scores measured before, during, or after the simulation days. The simulation model was rated highly useful by the residents. Conclusions:, With the use of a highly developed simulation center and an organized, theme-based, hybrid simulation model that takes advantage of multiple simulation modalities, the authors were able to successfully develop an educational model to both train and evaluate EM residents with a high degree of resident satisfaction. [source] 16 A Novel Approach to "See One, Do One": Multimedia Presentations before Procedure Workshops and SimulationACADEMIC EMERGENCY MEDICINE, Issue 2008Amita Sudhir We propose that residents and medical students are likely to gain more from a simulation experience or procedure workshop if they are given educational materials conveying key concepts to review beforehand. Several multimedia formats are available to accomplish this task. Digital video and Powerpoint presentations can be converted to podcasts with or without audio tracks using programs like Profcast, GarageBand, Camtasia, and Keynote. There are also procedure videos available from sources like the New England Journal of Medicine. Participants are provided these instructional materials via a secure web server or email attachment several days prior to the educational session. These presentations are kept short in length (no greater than 10-15 minutes) to optimize compliance while delivering information efficiently. They can be reviewed at the learner's convenience on a personal computer or on an iPod with video capability. This method can significantly reduce the time required for didactic teaching in a procedure workshop; for example, when medical students review a video on basic suturing before attending a suturing workshop, they are prepared to begin practicing with minimal initial instruction. Furthermore, conveying the same information repeatedly through different instructional methods can help learners consolidate knowledge, as in the case of a presentation provided to residents before a simulation session containing the basic clinical teaching points of the case. Participant feedback regarding these resources has been favorable. [source] USE OF SIMULATED CLIENTS IN MARRIAGE AND FAMILY THERAPY EDUCATIONJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2007Jennifer L. Hodgson Knowledge of how one should manage suicidal, homicidal, child maltreatment, and domestic violence situations is paramount in the training of marriage and family therapists (MFTs). Simulated patient modules were created to help clinical faculty address these crisis situations in a protected learning environment. The modules were implemented by the MFT faculty in collaboration with the Office of Clinical Skills Assessment and Education at East Carolina University's Brody School of Medicine. Qualitative data over the course of 2 years revealed six thematic domains regarding therapists' performance, therapists' emotions, the simulation experiences, and lessons learned. Educational, clinical, and research recommendations include tools to implement simulation exercises into marriage and family therapy programs as well as suggestions to assess for teaching effectiveness. [source] Integrated simulation experiences to enhance clinical educationMEDICAL EDUCATION, Issue 11 2002Ruth Greenberg First page of article [source] | ||||||||||