國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Medical Simulation :/
Reminder of title:	Guided Observation Versus Active Participation : Is There a Difference in Learning Outcomes?
Author:	Maghraby, Nisreen Hamza M.
Description:	1 online resource (41 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Emergency medical care. -
Online resource:	click for full text (PQDT)
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? - 1 online resource (41 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379481179Subjects--Topical Terms:

1467316
Emergency medical care.
Index Terms--Genre/Form:

554714
Electronic books.

Medical Simulation : = Guided Observation Versus Active Participation : Is There a Difference in Learning Outcomes?
LDR:05436ntm a22004217 4500 001 1144471
005 20240611104236.5
006 m o d
007 cr mn ---uuuuu
008 250605s2019 xx obm 000 0 eng d
020 $a 9798379481179
035 $a (MiAaPQ)AAI30452769
035 $a (MiAaPQ)McGill_9019s668h
035 $a AAI30452769
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Maghraby, Nisreen Hamza M. $3 1469515
245 1 0 $a Medical Simulation : $b Guided Observation Versus Active Participation : Is There a Difference in Learning Outcomes?
264 0 $c 2019
300 $a 1 online resource (41 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Emergency medical care. $3 1467316
650 4 $a Behavior. $3 582559
650 4 $a Teaching methods. $3 1466786
650 4 $a Health care policy. $3 1372576
650 4 $a Curricula. $3 1465610
650 4 $a Verbal communication. $3 1466370
650 4 $a Pediatrics. $3 644839
650 4 $a Skills. $3 1207328
650 4 $a Statistics. $3 556824
650 4 $a Patient safety. $3 1003395
650 4 $a Medicine. $3 644133
650 4 $a Informed consent. $3 1437674
650 4 $a Communication. $3 556422
650 4 $a Pedagogy. $3 1148703
650 4 $a Health education. $3 585977
655 7 $a Electronic books. $2 local $3 554714
690 $a 0564
690 $a 0463
690 $a 0459
690 $a 0769
690 $a 0454
690 $a 0456
690 $a 0680
690 $a 0767
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a McGill University (Canada). $3 845629
773 0 $t Masters Abstracts International $g 84-11.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30452769 $z click for full text (PQDT)