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Medical Simulation: Guided Observati...

Maghraby, Nisreen Hamza M.

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Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes?/
Author:	Maghraby, Nisreen Hamza M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	41 p.
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Emergency medical care. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30452769
ISBN:	9798379481179

Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes?
Maghraby, Nisreen Hamza M.

Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes? - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 41 p.

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.A.)--McGill University (Canada), 2019.

This item must not be sold to any third party vendors.

Learning outcomes are the expected results of learners participating in any educational activity. Medical simulation is an educational technique that is increasingly utilized for the training of healthcare professionals to achieve these desired learning outcomes. Different simulation techniques include manikin-based team training, procedural skills training, use of standardized patients to facilitate teaching communication, and virtual reality trainers or screen- based simulation. The application of simulation has grown substantially over the years.Simulation-based education has been shown to improve learning and patient outcomes. It may even be 'cost-effective' when considering the benefit to patient care. The use of simulation as an educational technique, however, requires dedicated space and facilitators and often requires sophisticated manikins, medical equipment, and recording and monitoring technologies. These requirements can serve as barriers to the implementation of simulation-based education.Therefore, simulation is likely underutilized in health profession education due to the financial constraints or limitations in the number of instructors.Vicarious learning (learning by observing) could theoretically present an interesting alternative to active participation in simulation when resources are limited. The lack of evidence regarding observers' learning outcomes (LO), especially in the context of case-based scenarios focused on team training, has perhaps led educators to underutilize this method of instruction.This study uses a prospective randomized control study of third-year medical students to explore the degree of learning of active participation in team-based simulation training to those who learned vicariously through guided observation and participation in the debriefing session.

ISBN: 9798379481179Subjects--Topical Terms:

3563184
Emergency medical care.

Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes?
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100 1 $a Maghraby, Nisreen Hamza M. $3 3766065
245 1 0 $a Medical Simulation: Guided Observation Versus Active Participation: Is There a Difference in Learning Outcomes?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 41 p.
500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Bhanji, Farhan;Ruglis, Jessica.
502 $a Thesis (M.A.)--McGill University (Canada), 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Learning outcomes are the expected results of learners participating in any educational activity. Medical simulation is an educational technique that is increasingly utilized for the training of healthcare professionals to achieve these desired learning outcomes. Different simulation techniques include manikin-based team training, procedural skills training, use of standardized patients to facilitate teaching communication, and virtual reality trainers or screen- based simulation. The application of simulation has grown substantially over the years.Simulation-based education has been shown to improve learning and patient outcomes. It may even be 'cost-effective' when considering the benefit to patient care. The use of simulation as an educational technique, however, requires dedicated space and facilitators and often requires sophisticated manikins, medical equipment, and recording and monitoring technologies. These requirements can serve as barriers to the implementation of simulation-based education.Therefore, simulation is likely underutilized in health profession education due to the financial constraints or limitations in the number of instructors.Vicarious learning (learning by observing) could theoretically present an interesting alternative to active participation in simulation when resources are limited. The lack of evidence regarding observers' learning outcomes (LO), especially in the context of case-based scenarios focused on team training, has perhaps led educators to underutilize this method of instruction.This study uses a prospective randomized control study of third-year medical students to explore the degree of learning of active participation in team-based simulation training to those who learned vicariously through guided observation and participation in the debriefing session.
520 $a Les resultats d'apprentissage sont les resultats attendus des apprenants qui participent a toute activite educative. La simulation medicale est une technique educative qui est de plus en plus utilisee pour la formation des professionnels de la sante afin de rencontrer les apprentissages attendus. Differentes simulations techniques inclues la formation d'equipe sur un mannequin, les habiletes procedurales de formation, l'utilisation de patients standardises afin de faciliter l'enseignement des communications, ainsi que des formateurs en realite virtuelle ou en simulation a l'ecran. L'utilisation de la simulation a considerablement augmente au cours des annees.L'utilisation de la simulation en education a demontre qu'elle ameliorait l'apprentissage et les resultats des patients. Il peut meme etre « rentable » quand nous considerons la prestation des soins aux patients. L'utilisation de la simulation comme technique d'enseignement exige, cependant, un endroit dedie a celle-ci ainsi que des facilitateurs et necessite souvent des mannequins sophistiques, du materiel medical et de la technologie d'enregistrement et de surveillance. Ces exigences peuvent servir d'obstacles a la mise en oeuvre a l'enseignement basee sur la simulation. Par consequent, la simulation est probablement sous-utilisee dans l'enseignement des professions de la sante en raison des contraintes financieres ou des limites dans le nombre d'instructeurs.L'apprentissage indirect (apprentissage par observation) peut theoriquement presenter une alternative interessante a une participation active en simulation lorsque les ressources sont limitees. Le manque de preuves concernant les resultats d'apprentissage des observateurs (RA), surtout dans les scenarios pour la formation en equipe, a peut-etre conduit les formateurs a sous- utiliser cette methode d'enseignement. Cette etude utilise une etude prospective randomisee controlee d'etudiants de troisieme annee en medecine afin d'explorer le degre d'apprentissage de la participation active dans la formation de la simulation en l'equipe par rapport a ceux qui ont appris indirectement a travers l'observation guidee et en participant a la seance de compte- rendu.
590 $a School code: 0781.
650 4 $a Emergency medical care. $3 3563184
650 4 $a Behavior. $3 532476
650 4 $a Teaching methods. $3 595505
650 4 $a Health care policy. $3 3550686
650 4 $a Curricula. $3 3422445
650 4 $a Verbal communication. $3 3560678
650 4 $a Pediatrics. $3 559143
650 4 $a Skills. $3 3221615
650 4 $a Statistics. $3 517247
650 4 $a Patient safety. $3 2074800
650 4 $a Medicine. $3 641104
650 4 $a Informed consent. $3 3680914
650 4 $a Communication. $3 524709
650 4 $a Pedagogy. $3 2122828
650 4 $a Health education. $3 559086
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710 2 $a McGill University (Canada). $3 1018122
773 0 $t Masters Abstracts International $g 84-11.
790 $a 0781
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30452769