Sample records for educational simulations part
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2013-08-01
quantify learning effectiveness and retention rates by comparing didactic lectures, reading, audiovisual presentations, demonstrations, discussion...Graduate Education and Simulation Training for CBRNE Disasters Using a Multimodal Approach to Learning Part 2: Education and Training from the...TITLE AND SUBTITLE Graduate Education and Simulation Training for CBRNE Disasters Using a Multimodal 5a. CONTRACT NUMBER Approach to Learning
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Simulation and serious games for education
Goei, Sui; Trooster, Wim
2017-01-01
This book introduces state-of-the-art research on simulation and serious games for education. The major part of this book is based on selected work presented at the 2014 Asia-Europe Symposium on Simulation and Serious Games held in Windesheim University of Applied Sciences, the Netherlands (Oct 1–2, 2014). It covers three major domains of education applications that use simulation and serious games: Science, Technology, Engineering and Mathematics (STEM) Education; Special Needs Education and Humanity and Social Science Education. Researchers and developers in simulation and serious games for education benefit from this book, and it also offers educators and professionals involved in training insights into the possible applications of simulation and serious games in various areas.
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Centre of Excellence For Simulation Education and Innovation (CESEI).
Qayumi, A Karim
2010-01-01
Simulation is becoming an integral part of medical education. The American College of Surgeons (ACS) was the first organization to recognize the value of simulation-based learning, and to award accreditation for educational institutions that aim to provide simulation as part of the experiential learning opportunity. Centre of Excellence for Simulation Education and Innovation (CESEI) is a multidisciplinary and interprofessional educational facility that is based at the University of British Columbia (UBC) and Vancouver Costal Health Authority (VCH). Centre of Excellence for Simulation Education and Innovation's goal is to provide excellence in education, research, and healthcare delivery by providing a technologically advanced environment and learning opportunity using simulation for various groups of learners including undergraduate, postgraduate, nursing, and allied health professionals. This article is an attempt to describe the infrastructure, services, and uniqueness of the Centre of Excellence for Simulation Education and Innovation. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
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Blackstock, Felicity C; Watson, Kathryn M; Morris, Norman R; Jones, Anne; Wright, Anthony; McMeeken, Joan M; Rivett, Darren A; O'Connor, Vivienne; Peterson, Raymond F; Haines, Terry P; Watson, Geoffrey; Jull, Gwendolen Anne
2013-02-01
Simulated learning environments (SLEs) are used worldwide in health professional education, including physiotherapy, to train certain attributes and skills. To date, no randomized controlled trial (RCT) has evaluated whether education in SLEs can partly replace time in the clinical environment for physiotherapy cardiorespiratory practice. Two independent single-blind multi-institutional RCTs were conducted in parallel using a noninferiority design. Participants were volunteer physiotherapy students (RCT 1, n = 176; RCT 2, n = 173) entering acute care cardiorespiratory physiotherapy clinical placements. Two SLE models were investigated as follows: RCT 1, 1 week in SLE before 3 weeks of clinical immersion; RCT 2, 2 weeks of interspersed SLE/clinical immersion (equivalent to 1 SLE week) within the 4-week clinical placement. Students in each RCT were stratified on academic grade and randomly allocated to an SLE plus clinical immersion or clinical immersion control group. The primary outcome was competency to practice measured in 2 clinical examinations using the Assessment of Physiotherapy Practice. Secondary outcomes were student perception of experience and clinical educator and patient rating of student performance. There were no significant differences in student competency between the SLE and control groups in either RCT, although students in the interspersed group (RCT 2) achieved a higher score in 5 of 7 Assessment of Physiotherapy Practice standards (all P Students rated the SLE experience positively. Clinical educators and patients reported comparability between groups. An SLE can replace clinical time in cardiorespiratory physiotherapy practice. Part education in the SLE satisfied clinical competency requirements, and all stakeholders were satisfied.
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Simulation in paediatric urology and surgery. Part 1: An overview of educational theory.
Nataraja, Ramesh M; Webb, Nathalie; Lopez, Pedro-Jose
2018-03-01
Surgical training has changed radically in the last few decades. The traditional Halstedian model of time-bound apprenticeship has been replaced with competency-based training. Advanced understanding of mastery learning principles has vastly altered educational methodology in surgical training, in terms of instructional design, delivery of educational content, assessment of learning, and programmatic evaluation. As part of this educational revolution, fundamentals of simulation-based education have been adopted into all levels and aspects of surgical training, requiring an understanding of concepts of fidelity and realism and the impact they have on learning. There are many educational principles and theories that can help clinical teachers understand the way that their trainees learn. In the acquisition of surgical expertise, concepts of mastery learning, deliberate practice, and experiential learning are particularly important. Furthermore, surgical teachers need to understand the principles of effective feedback, which is essential to all forms of skills learning. This article, the first of two papers, presents an overview of relevant learning theory for the busy paediatric surgeon and urologist. Seeking to introduce the concepts underpinning current changes in surgical education and training, providing practical tips to optimise teaching endeavours. Copyright © 2018 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.
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Katoue, Maram G; Iblagh, Nadia; Somerville, Susan; Ker, Jean
2015-11-01
Introducing simulation-based education to the curricular programme of healthcare professionals can be challenging. This study explored the early experiences of healthcare professionals in the use of simulation. This was in the context of the Kuwait-Scotland transformational health innovation network programme. Two cohorts of healthcare professionals undertook a simulation module as part of faculty development programme in Kuwait. Participants' initial perceptions of simulators were gathered using a structured questionnaire in the clinical skills centre. Their subsequent ability to demonstrate the application of simulation was evaluated through analyses of the video-recordings of teaching sessions they undertook and written reflections of their experiences of using simulation. In theory, participants were able to identify simulators' classification and fidelity. They also recognised some of the challenges of using simulators. In their teaching sessions, most participants focused on using part-task trainers to teach procedural skills. In their written reflections, they did not articulate a justification for their choice of simulator or its limitations. This study demonstrated a theory-to-practice gap in the early use of simulation by healthcare educators. The findings highlight the need for deliberate practice and adequate mentorship for educators to develop confidence and competence in the use of simulation as part of their educational practice. © The Author(s) 2015.
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The importance of simulation in nursing education
Directory of Open Access Journals (Sweden)
Evrim Eyikara
2017-01-01
Full Text Available Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education.
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Medical simulation-based education improves medicos' clinical skills.
Wang, Zhaoming; Liu, Qiaoyu; Wang, Hai
2013-03-01
Clinical skill is an essential part of clinical medicine and plays quite an important role in bridging medicos and physicians. Due to the realities in China, traditional medical education is facing many challenges. There are few opportunities for students to practice their clinical skills and their dexterities are generally at a low level. Medical simulation-based education is a new teaching modality and helps to improve medicos' clinical skills to a large degree. Medical simulation-based education has many significant advantages and will be further developed and applied.
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A typology of educationally focused medical simulation tools.
Alinier, Guillaume
2007-10-01
The concept of simulation as an educational tool in healthcare is not a new idea but its use has really blossomed over the last few years. This enthusiasm is partly driven by an attempt to increase patient safety and also because the technology is becoming more affordable and advanced. Simulation is becoming more commonly used for initial training purposes as well as for continuing professional development, but people often have very different perceptions of the definition of the term simulation, especially in an educational context. This highlights the need for a clear classification of the technology available but also about the method and teaching approach employed. The aims of this paper are to discuss the current range of simulation approaches and propose a clear typology of simulation teaching aids. Commonly used simulation techniques have been identified and discussed in order to create a classification that reports simulation techniques, their usual mode of delivery, the skills they can address, the facilities required, their typical use, and their pros and cons. This paper presents a clear classification scheme of educational simulation tools and techniques with six different technological levels. They are respectively: written simulations, three-dimensional models, screen-based simulators, standardized patients, intermediate fidelity patient simulators, and interactive patient simulators. This typology allows the accurate description of the simulation technology and the teaching methods applied. Thus valid comparison of educational tools can be made as to their potential effectiveness and verisimilitude at different training stages. The proposed typology of simulation methodologies available for educational purposes provides a helpful guide for educators and participants which should help them to realise the potential learning outcomes at different technological simulation levels in relation to the training approach employed. It should also be a useful
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[Simulation in medical education: a synopsis].
Corvetto, Marcia; Bravo, María Pía; Montaña, Rodrigo; Utili, Franco; Escudero, Eliana; Boza, Camilo; Varas, Julián; Dagnino, Jorge
2013-01-01
Clinical simulation is defined as a technique (not a technology) to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive fashion. Over the past few years, there has been a significant growth in its use, both as a learning tool and as an assessment for accreditation. Example of this is the fact that simulation is an integral part of medical education curricula abroad. Some authors have cited it as an unavoidable necessity or as an ethical imperative. In Chile, its formal inclusion in Medical Schools' curricula has just begun. This review is an overview of this important educational tool, presenting the evidence about its usefulness in medical education and describing its current situation in Chile.
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Childhood education student teachers responses to a simulation game on food security
Nadine Felicity Petersen
2014-01-01
This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of...
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Infant simulation in parental and sexuality education in Greenland
DEFF Research Database (Denmark)
Wistoft, Karen
2014-01-01
Introduction: This article examines processes related to teaching and learning through implementation of a new dialogue-based parental and sexuality education program using infant simulators. Aim: The purpose is to examine the ways in which infant simulators used in sexuality education in Greenland...... operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread......, partly through an extensive survey of students and parents (n = 1068). The sample includes 802 answers to questionnaires from students, predominantly aged 13 to 16 years, and 266 parental answers. Classroom observations have been supplemented with personal interviews conducted with the principal...
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Using simulation to educate hospital staff about casemix.
Cromwell, D A; Priddis, D; Hindle, D
1998-10-01
When the Australian government funded a casemix development program, few hospital clinicians or staff knew much about casemix classifications like Diagnosis Related Groups (DRGs). Although the concepts behind casemix are essentially simple, it is not a trivial task to explain the logic used to assign patients to classes, or the use of casemix data for management or funding. Therefore, as part of a project to create educational material, a computer-based management game, built around a simulation model of a hospital, was developed. The game was designed for use in a workshop setting, to allow participants to test their understanding of the casemix information presented to them. The simulation mimicked the operation of a hospital, with a player taking the role of a hospital manager. It aimed to demonstrate how AN-DRGs might be used for funding; how patient costs are influenced by hospital activity; and how casemix data can assist in monitoring the use of resources. The game, called Dragon, proved to be very successful, and is now distributed as part of the National Casemix Education series.
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Sørensen, Jette Led; Østergaard, Doris; LeBlanc, Vicki; Ottesen, Bent; Konge, Lars; Dieckmann, Peter; Van der Vleuten, Cees
2017-01-21
Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities are called in-house training. In-house training facilities can be part of hospital departments and resemble to some extent simulation centres but often have less technical equipment. In situ simulation, introduced over the past decade, mainly comprises of team-based activities and occurs in patient care units with healthcare professionals in their own working environment. Thus, this intentional blend of simulation and real working environments means that in situ simulation brings simulation to the real working environment and provides training where people work. In situ simulation can be either announced or unannounced, the latter also known as a drill. This article presents and discusses the design of SBME and the advantage and disadvantage of the different simulation settings, such as training in simulation-centres, in-house simulations in hospital departments, announced or unannounced in situ simulations. Non-randomised studies argue that in situ simulation is more effective for educational purposes than other types of simulation settings. Conversely, the few comparison studies that exist, either randomised or retrospective, show that choice of setting does not seem to influence individual or team learning. However, hospital department-based simulations, such as in-house simulation and in situ simulation, lead to a gain in organisational learning. To our knowledge no studies have compared announced and unannounced in situ simulation. The literature suggests some improved organisational learning from unannounced in situ simulation; however, unannounced in situ simulation was also found to be challenging to plan and conduct, and more stressful among participants. The importance of
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The need for virtual reality simulators in dental education: A review
Roy, Elby; Bakr, Mahmoud M.; George, Roy
2017-01-01
Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current peda...
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Childhood education student teachers responses to a simulation game on food security
Directory of Open Access Journals (Sweden)
Nadine Felicity Petersen
2014-07-01
Full Text Available This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of the discussion session during the game, and students’ learning portfolios. Analysis of the various data sets indicate that student-teachers’ engaged with the game both viscerally and cerebrally, with the game providing a powerful concrete introduction to the issues of food scarcity and unequal distribution of resources. Most student teachers were able to relate the lessons learned from the game to the classroom and educational situation. In addition, I found that the simulation game as method can assist students in their activity of learning to look at education as an equity and justice issue.
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Educating the delivery of bad news in medicine: Preceptorship versus simulation.
Jacques, Andrew P; Adkins, Eric J; Knepel, Sheri; Boulger, Creagh; Miller, Jessica; Bahner, David P
2011-07-01
Simulation experiences have begun to replace traditional education models of teaching the skill of bad news delivery in medical education. The tiered apprenticeship model of medical education emphasizes experiential learning. Studies have described a lack of support in bad news delivery and inadequacy of training in this important clinical skill as well as poor familial comprehension and dissatisfaction on the part of physicians in training regarding the resident delivery of bad news. Many residency training programs lacked a formalized training curriculum in the delivery of bad news. Simulation teaching experiences may address these noted clinical deficits in the delivery of bad news to patients and their families. Unique experiences can be role-played with this educational technique to simulate perceived learner deficits. A variety of scenarios can be constructed within the framework of the simulation training method to address specific cultural and religious responses to bad news in the medical setting. Even potentially explosive and violent scenarios can be role-played in order to prepare physicians for these rare and difficult situations. While simulation experiences cannot supplant the model of positive, real-life clinical teaching in the delivery of bad news, simulation of clinical scenarios with scripting, self-reflection, and peer-to-peer feedback can be powerful educational tools. Simulation training can help to develop the skills needed to effectively and empathetically deliver bad news to patients and families in medical practice.
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International Nuclear Information System (INIS)
Rankin, W.L.; Bolton, P.A.; Shikiar, R.; Saari, L.M.
1984-05-01
Part I of this report presents technical justification for the use of plant-reference simulators in the licensing and training of nuclear power plant operators and examines alternatives to the use of plant-reference simulators. The technical rationale is based on research on the use of simulators in other industries, psychological learning and testing principles, expert opinion and user opinion. Part II discusses the central considerations in using plant-reference simulators for licensing examination of nuclear power plant operators and for incorporating simulators into nuclear power plant training programs. Recommendations are presented for the administration of simulator examinations in operator licensing that reflect the goal of maximizing both reliability and validity in the examination process. A series of organizational tasks that promote the acceptance, use, and effectiveness of simulator training as part of the onsite training program is delineated
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Design-based research in designing the model for educating simulation facilitators.
Koivisto, Jaana-Maija; Hannula, Leena; Bøje, Rikke Buus; Prescott, Stephen; Bland, Andrew; Rekola, Leena; Haho, Päivi
2018-03-01
The purpose of this article is to introduce the concept of design-based research, its appropriateness in creating education-based models, and to describe the process of developing such a model. The model was designed as part of the Nurse Educator Simulation based learning project, funded by the EU's Lifelong Learning program (2013-1-DK1-LEO05-07053). The project partners were VIA University College, Denmark, the University of Huddersfield, UK and Metropolia University of Applied Sciences, Finland. As an outcome of the development process, "the NESTLED model for educating simulation facilitators" (NESTLED model) was generated. This article also illustrates five design principles that could be applied to other pedagogies. Copyright © 2018 Elsevier Ltd. All rights reserved.
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Design education with simulation games
DEFF Research Database (Denmark)
Juuti, Tero; Lehtonen, Timo; Hansen, Poul H. Kyvsgård
2008-01-01
" This paper is a report on the use of simulation games in design education. Our objective was to find solution to the question: "How to do design education effectively and efficiently for hundreds of people with minimum resources?" In the paper the learning theories are described in short. Our...... data was gathered from exams and the results were analysed. Especially the learning of low grade exam students was impressive when using simulation game. The data from industry is based on observations while using simulation game. The results were that each of the workshop, game, and simulation...... elements can support the effort if configured and synchronized properly. The simulation games are valuable method for design education with skillful design, scoping and facilitation."...
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Developing a Theory-Based Simulation Educator Resource.
Thomas, Christine M; Sievers, Lisa D; Kellgren, Molly; Manning, Sara J; Rojas, Deborah E; Gamblian, Vivian C
2015-01-01
The NLN Leadership Development Program for Simulation Educators 2014 faculty development group identified a lack of a common language/terminology to outline the progression of expertise of simulation educators. The group analyzed Benner's novice-to-expert model and applied its levels of experience to simulation educator growth. It established common operational categories of faculty development and used them to organize resources that support progression toward expertise. The resulting theory-based Simulator Educator Toolkit outlines levels of ability and provides quality resources to meet the diverse needs of simulation educators and team members.
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The need for virtual reality simulators in dental education: A review
Directory of Open Access Journals (Sweden)
Elby Roy
2017-04-01
Full Text Available Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current pedagogical knowledge.
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The need for virtual reality simulators in dental education: A review.
Roy, Elby; Bakr, Mahmoud M; George, Roy
2017-04-01
Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current pedagogical knowledge.
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Simulation-based surgical education.
Evgeniou, Evgenios; Loizou, Peter
2013-09-01
The reduction in time for training at the workplace has created a challenge for the traditional apprenticeship model of training. Simulation offers the opportunity for repeated practice in a safe and controlled environment, focusing on trainees and tailored to their needs. Recent technological advances have led to the development of various simulators, which have already been introduced in surgical training. The complexity and fidelity of the available simulators vary, therefore depending on our recourses we should select the appropriate simulator for the task or skill we want to teach. Educational theory informs us about the importance of context in professional learning. Simulation should therefore recreate the clinical environment and its complexity. Contemporary approaches to simulation have introduced novel ideas for teaching teamwork, communication skills and professionalism. In order for simulation-based training to be successful, simulators have to be validated appropriately and integrated in a training curriculum. Within a surgical curriculum, trainees should have protected time for simulation-based training, under appropriate supervision. Simulation-based surgical education should allow the appropriate practice of technical skills without ignoring the clinical context and must strike an adequate balance between the simulation environment and simulators. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.
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Mock ECHO: A Simulation-Based Medical Education Method.
Fowler, Rebecca C; Katzman, Joanna G; Comerci, George D; Shelley, Brian M; Duhigg, Daniel; Olivas, Cynthia; Arnold, Thomas; Kalishman, Summers; Monnette, Rebecca; Arora, Sanjeev
2018-04-16
This study was designed to develop a deeper understanding of the learning and social processes that take place during the simulation-based medical education for practicing providers as part of the Project ECHO® model, known as Mock ECHO training. The ECHO model is utilized to expand access to care of common and complex diseases by supporting the education of primary care providers with an interprofessional team of specialists via videoconferencing networks. Mock ECHO trainings are conducted through a train the trainer model targeted at leaders replicating the ECHO model at their organizations. Trainers conduct simulated teleECHO clinics while participants gain skills to improve communication and self-efficacy. Three focus groups, conducted between May 2015 and January 2016 with a total of 26 participants, were deductively analyzed to identify common themes related to simulation-based medical education and interdisciplinary education. Principal themes generated from the analysis included (a) the role of empathy in community development, (b) the value of training tools as guides for learning, (c) Mock ECHO design components to optimize learning, (d) the role of interdisciplinary education to build community and improve care delivery, (e) improving care integration through collaboration, and (f) development of soft skills to facilitate learning. Mock ECHO trainings offer clinicians the freedom to learn in a noncritical environment while emphasizing real-time multidirectional feedback and encouraging knowledge and skill transfer. The success of the ECHO model depends on training interprofessional healthcare providers in behaviors needed to lead a teleECHO clinic and to collaborate in the educational process. While building a community of practice, Mock ECHO provides a safe opportunity for a diverse group of clinician experts to practice learned skills and receive feedback from coparticipants and facilitators.
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Simulation in International Relations Education.
Starkey, Brigid A.; Blake, Elizabeth L.
2001-01-01
Discusses the educational implications of simulations in international relations. Highlights include the development of international relations simulations; the role of technology; the International Communication and Negotiation Simulations (ICONS) project at the University of Maryland; evolving information technology; and simulating real-world…
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Simulations as Scaffolds in Science Education
DEFF Research Database (Denmark)
Renken, Maggie; Peffer, Melanie; Otrel-Cass, Kathrin
This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide...... strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds...
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Simulation gaming in nursing education.
Ulione, M S
1983-10-01
Simulation games can be used in nursing education to promote problem solving or to impart information. Most games focus upon one of the two areas: cognitive knowledge or affective knowledge. We call these types of games content games and process games, respectively. Simulation games of both types are used in nursing education. Since simulation gaming in nursing education is a relatively new teaching strategy much of its use has been haphazard. In order for a simulation game to be an effective teaching strategy; there must be a "fit" between the game and the instructional objectives. The game operator should analyze the components of each game used prior to playing the game, so he will be able to use the game appropriately. One disadvantage of gaming is that there is a risk of experiencing untoward reactions in the gaming experience. For this reason, the operator should support all the participants throughout the game. Finally, the game operator should assess the effectiveness of the gaming process through the debriefing session and through research. To extend our knowledge of the effects of simulation games, game operators can research the effect of simulation gaming on student motivation, cognitive learning, and affective learning.
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Directory of Open Access Journals (Sweden)
Marselina Karina Purnomo
2017-03-01
Full Text Available Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT course which is one of the courses in English Language Education Study Program (ELESP of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class. DOI: https://doi.org/10.24071/llt.2017.200104
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Simulation Applications in Educational Leadership.
Bozeman, William; Wright, Robert H.
1995-01-01
Explores the use of computer-based simulations using multimedia materials for a graduate course in school administration. Highlights include simulation applications in military and in business; educational simulations; the use of computers and other technology; production requirements and costs; and time required. (LRW)
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Ontological simulation for educational process organisation in a higher educational institution
Berestneva, O. G.; Marukhina, O. V.; Bahvalov, S. V.; Fisochenko, O. N.; Berestneva, E. V.
2017-01-01
Following the new-generation standards is needed to form a task list connected with planning and organizing of an academic process, structure and content formation of degree programmes. Even when planning the structure and content of an academic process, one meets some problems concerning the necessity to assess the correlation between degree programmes and demands of educational and professional standards and to consider today’s job-market and students demands. The paper presents examples of ontological simulations for solutions of organizing educational process problems in a higher educational institution and gives descriptions of model development. The article presents two examples: ontological simulation when planning an educational process in a higher educational institution and ontological simulation for describing competences of an IT-specialist. The paper sets a conclusion about ontology application perceptiveness for formalization of educational process organization in a higher educational institution.
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Simulation-based medical education in pediatrics.
Lopreiato, Joseph O; Sawyer, Taylor
2015-01-01
The use of simulation-based medical education (SBME) in pediatrics has grown rapidly over the past 2 decades and is expected to continue to grow. Similar to other instructional formats used in medical education, SBME is an instructional methodology that facilitates learning. Successful use of SBME in pediatrics requires attention to basic educational principles, including the incorporation of clear learning objectives. To facilitate learning during simulation the psychological safety of the participants must be ensured, and when done correctly, SBME is a powerful tool to enhance patient safety in pediatrics. Here we provide an overview of SBME in pediatrics and review key topics in the field. We first review the tools of the trade and examine various types of simulators used in pediatric SBME, including human patient simulators, task trainers, standardized patients, and virtual reality simulation. Then we explore several uses of simulation that have been shown to lead to effective learning, including curriculum integration, feedback and debriefing, deliberate practice, mastery learning, and range of difficulty and clinical variation. Examples of how these practices have been successfully used in pediatrics are provided. Finally, we discuss the future of pediatric SBME. As a community, pediatric simulation educators and researchers have been a leading force in the advancement of simulation in medicine. As the use of SBME in pediatrics expands, we hope this perspective will serve as a guide for those interested in improving the state of pediatric SBME. Published by Elsevier Inc.
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The role of simulation training in anesthesiology resident education.
Yunoki, Kazuma; Sakai, Tetsuro
2018-03-09
An increasing number of reports indicate the efficacy of simulation training in anesthesiology resident education. Simulation education helps learners to acquire clinical skills in a safe learning environment without putting real patients at risk. This useful tool allows anesthesiology residents to obtain medical knowledge and both technical and non-technical skills. For faculty members, simulation-based settings provide the valuable opportunity to evaluate residents' performance in scenarios including airway management and regional, cardiac, and obstetric anesthesiology. However, it is still unclear what types of simulators should be used or how to incorporate simulation education effectively into education curriculums. Whether simulation training improves patient outcomes has not been fully determined. The goal of this review is to provide an overview of the status of simulation in anesthesiology resident education, encourage more anesthesiologists to get involved in simulation education to propagate its influence, and stimulate future research directed toward improving resident education and patient outcomes.
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Games, Simulations and Virtual Labs for Science Education: a Compendium and Some Examples
Russell, R. M.
2012-12-01
We have assembled a list of computer-based simulations, games, and virtual labs for science education. This list, with links to the sources of these resources, is available online. The entries span a broad range of science, math, and engineering topics. They also span a range of target student ages, from elementary school to university students. We will provide a brief overview of this web site and the resources found on it. We will also briefly demonstrate some of our own educational simulations and games. Computer-based simulations and virtual labs are valuable resources for science educators in various settings, allowing learners to experiment and explore "what if" scenarios. Educational computer games can motivate learners in both formal and informal settings, encouraging them to spend much more time exploring a topic than they might otherwise be inclined to do. Part of this presentation is effectively a "literature review" of numerous sources of simulations, games, and virtual labs. Although we have encountered several nice collections of such resources, those collections seem to be restricted in scope. They either represent materials developed by a specific group or agency (e.g. NOAA's games web site) or are restricted to a specific discipline (e.g. geology simulations and virtual labs). This presentation directs viewers to games, simulations, and virtual labs from many different sources and spanning a broad range of STEM disciplines.
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Ryu, Won Hyung A; Mostafa, Ahmed E; Dharampal, Navjit; Sharlin, Ehud; Kopp, Gail; Jacobs, W Bradley; Hurlbert, R John; Chan, Sonny; Sutherland, Garnette R
2017-10-01
Simulation-based education has made its entry into surgical residency training, particularly as an adjunct to hands-on clinical experience. However, one of the ongoing challenges to wide adoption is the capacity of simulators to incorporate educational features required for effective learning. The aim of this study was to identify strengths and limitations of spine simulators to characterize design elements that are essential in enhancing resident education. We performed a mixed qualitative and quantitative cohort study with a focused survey and interviews of stakeholders in spine surgery pertaining to their experiences on 3 spine simulators. Ten participants were recruited spanning all levels of training and expertise until qualitative analysis reached saturation of themes. Participants were asked to perform lumbar pedicle screw insertion on 3 simulators. Afterward, a 10-item survey was administrated and a focused interview was conducted to explore topics pertaining to the design features of the simulators. Overall impressions of the simulators were positive with regards to their educational benefit, but our qualitative analysis revealed differing strengths and limitations. Main design strengths of the computer-based simulators were incorporation of procedural guidance and provision of performance feedback. The synthetic model excelled in achieving more realistic haptic feedback and incorporating use of actual surgical tools. Stakeholders from trainees to experts acknowledge the growing role of simulation-based education in spine surgery. However, different simulation modalities have varying design elements that augment learning in distinct ways. Characterization of these design characteristics will allow for standardization of simulation curricula in spinal surgery, optimizing educational benefit. Copyright © 2017 Elsevier Inc. All rights reserved.
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Lemole, G Michael; Banerjee, P Pat; Luciano, Cristian; Neckrysh, Sergey; Charbel, Fady T
2007-07-01
Mastery of the neurosurgical skill set involves many hours of supervised intraoperative training. Convergence of political, economic, and social forces has limited neurosurgical resident operative exposure. There is need to develop realistic neurosurgical simulations that reproduce the operative experience, unrestricted by time and patient safety constraints. Computer-based, virtual reality platforms offer just such a possibility. The combination of virtual reality with dynamic, three-dimensional stereoscopic visualization, and haptic feedback technologies makes realistic procedural simulation possible. Most neurosurgical procedures can be conceptualized and segmented into critical task components, which can be simulated independently or in conjunction with other modules to recreate the experience of a complex neurosurgical procedure. We use the ImmersiveTouch (ImmersiveTouch, Inc., Chicago, IL) virtual reality platform, developed at the University of Illinois at Chicago, to simulate the task of ventriculostomy catheter placement as a proof-of-concept. Computed tomographic data are used to create a virtual anatomic volume. Haptic feedback offers simulated resistance and relaxation with passage of a virtual three-dimensional ventriculostomy catheter through the brain parenchyma into the ventricle. A dynamic three-dimensional graphical interface renders changing visual perspective as the user's head moves. The simulation platform was found to have realistic visual, tactile, and handling characteristics, as assessed by neurosurgical faculty, residents, and medical students. We have developed a realistic, haptics-based virtual reality simulator for neurosurgical education. Our first module recreates a critical component of the ventriculostomy placement task. This approach to task simulation can be assembled in a modular manner to reproduce entire neurosurgical procedures.
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DEFF Research Database (Denmark)
Sørensen, Jette Led; Østergaard, Doris; LeBlanc, Vicki
2017-01-01
that choice of setting for simulations does not seem to influence individual and team learning. Department-based local simulation, such as simulation in-house and especially in situ simulation, leads to gains in organisational learning. The overall objectives of simulation-based education and factors......BACKGROUND: Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities...... simulations. DISCUSSION: Non-randomised studies argue that in situ simulation is more effective for educational purposes than other types of simulation settings. Conversely, the few comparison studies that exist, either randomised or retrospective, show that choice of setting does not seem to influence...
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Judicious Use of Simulation Technology in Continuing Medical Education
Curtis, Michael T.; DiazGranados, Deborah; Feldman, Moshe
2012-01-01
Use of simulation-based training is fast becoming a vital source of experiential learning in medical education. Although simulation is a common tool for undergraduate and graduate medical education curricula, the utilization of simulation in continuing medical education (CME) is still an area of growth. As more CME programs turn to simulation to…
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PSYCHE: An Object-Oriented Approach to Simulating Medical Education
Mullen, Jamie A.
1990-01-01
Traditional approaches to computer-assisted instruction (CAI) do not provide realistic simulations of medical education, in part because they do not utilize heterogeneous knowledge bases for their source of domain knowledge. PSYCHE, a CAI program designed to teach hypothetico-deductive psychiatric decision-making to medical students, uses an object-oriented implementation of an intelligent tutoring system (ITS) to model the student, domain expert, and tutor. It models the transactions between the participants in complex transaction chains, and uses heterogeneous knowledge bases to represent both domain and procedural knowledge in clinical medicine. This object-oriented approach is a flexible and dynamic approach to modeling, and represents a potentially valuable tool for the investigation of medical education and decision-making.
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Simulations, Games, and Virtual Labs for Science Education: a Compendium and Some Examples
Russell, R. M.
2011-12-01
We have assembled a list of computer-based simulations, games, and virtual labs for science education. This list, with links to the sources of these resources, is available online. The entries span a broad range of science, math, and engineering topics. They also span a range of target student ages, from elementary school to university students. We will provide a brief overview of this web site and the resources found on it. We will also briefly demonstrate some of our own educational simulations, including the "Very, Very Simple Climate Model", and report on formative evaluations of these resources. Computer-based simulations and virtual labs are valuable resources for science educators in various settings, allowing learners to experiment and explore "what if" scenarios. Educational computer games can motivate learners in both formal and informal settings, encouraging them to spend much more time exploring a topic than they might otherwise be inclined to do. Part of this presentation is effectively a "literature review" of numerous sources of simulations, games, and virtual labs. Although we have encountered several nice collections of such resources, those collections seem to be restricted in scope. They either represent materials developed by a specific group or agency (e.g. NOAA's games web site) or are restricted to a specific discipline (e.g. geology simulations and virtual labs). This presentation directs viewers to games, simulations, and virtual labs from many different sources and spanning a broad range of STEM disciplines.
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Judicious use of simulation technology in continuing medical education.
Curtis, Michael T; DiazGranados, Deborah; Feldman, Moshe
2012-01-01
Use of simulation-based training is fast becoming a vital source of experiential learning in medical education. Although simulation is a common tool for undergraduate and graduate medical education curricula, the utilization of simulation in continuing medical education (CME) is still an area of growth. As more CME programs turn to simulation to address their training needs, it is important to highlight concepts of simulation technology that can help to optimize learning outcomes. This article discusses the role of fidelity in medical simulation. It provides support from a cross section of simulation training domains for determining the appropriate levels of fidelity, and it offers guidelines for creating an optimal balance of skill practice and realism for efficient training outcomes. After defining fidelity, 3 dimensions of fidelity, drawn from the human factors literature, are discussed in terms of their relevance to medical simulation. From this, research-based guidelines are provided to inform CME providers regarding the use of simulation in CME training. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.
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Csóka, Mária; Deutsch, Tibor
2011-01-02
In Hungary, the Institute of Health Sciences at Semmelweis University was the first institution to introduce patient simulation-based practical training of non-physician professionals. Before introducing this novel educational methodology, students could only practice particular examinations and interventions on demonstration tools. Using the simulator they can also follow and analyze the effects of the interventions that have been made. The high fidelity, adult Human Patients Emergency Care Simulator (HPS-ECS, Medical Education Technologies Incorporation, Sarasota, Florida, USA) is particularly suitable for acquiring skills related to the management of various emergency situations. The 180 cm and 34 kg mannequin which can operate in lying and sitting positions has both respiration and circulation which can be examined the same way as in a living person. It is capable to produce several physical and clinical signs such as respiration with chest movement, electric cardiac activity, palpable pulse, and measurable blood pressure. In addition, it can also exhibit blinking, swelling of the tongue and whole-body trembling while intestinal, cardiac and pulmonary sounds can equally be examined. The high fidelity simulator allows various interventions including monitoring, oxygen therapy, bladder catheterization, gastric tube insertion, injection, infusion and transfusion therapy to be practiced as part of complex patient management. Diagnostic instruments such as ECG recorder, sphygmomanometer, pulse-oxymeter can be attached to the simulator which can also respond to different medical interventions such as intubation, defibrillation, pacing, liquid supplementing, and blood transfusion. The mannequin's physiological response can be followed up and monitored over time to assess whether the selected intervention has been proven adequate to achieve the desired outcome. Authors provide a short overview of the possible applications of clinical simulation for education and
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DEFF Research Database (Denmark)
Bøje, Rikke Buus; Topping, Annie; Rekola, Leena
2015-01-01
Objectives: This paper presents the results of a systemised rapid reviewand synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). Design: An international collaboration undertook a protocol-based search, retrieva...... further development as a model for educators delivering SBL as part of nursing curricula....
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Computer-Based Simulation Games in Public Administration Education
Kutergina Evgeniia
2017-01-01
Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently...
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Simulation in Medical School Education: Review for Emergency Medicine
Directory of Open Access Journals (Sweden)
Shahram Lotfipour
2011-05-01
Full Text Available Medical education is rapidly evolving. With the paradigm shift to small-group didactic sessions and focus on clinically oriented case-based scenarios, simulation training has provided educators a novel way to deliver medical education in the 21st century. The field continues to expand in scope and practice and is being incorporated into medical school clerkship education, and specifically in emergency medicine (EM. The use of medical simulation in graduate medical education is well documented. Our aim in this article is to perform a retrospective review of the current literature, studying simulation use in EM medical student clerkships. Studies have demonstrated the effectiveness of simulation in teaching basic science, clinical knowledge, procedural skills, teamwork, and communication skills. As simulation becomes increasingly prevalent in medical school curricula, more studies are needed to assess whether simulation training improves patient-related outcomes.
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Striving for Better Medical Education: the Simulation Approach.
Sakakushev, Boris E; Marinov, Blagoi I; Stefanova, Penka P; Kostianev, Stefan St; Georgiou, Evangelos K
2017-06-01
Medical simulation is a rapidly expanding area within medical education due to advances in technology, significant reduction in training hours and increased procedural complexity. Simulation training aims to enhance patient safety through improved technical competency and eliminating human factors in a risk free environment. It is particularly applicable to a practical, procedure-orientated specialties. Simulation can be useful for novice trainees, experienced clinicians (e.g. for revalidation) and team building. It has become a cornerstone in the delivery of medical education, being a paradigm shift in how doctors are educated and trained. Simulation must take a proactive position in the development of metric-based simulation curriculum, adoption of proficiency benchmarking definitions, and should not depend on the simulation platforms used. Conversely, ingraining of poor practice may occur in the absence of adequate supervision, and equipment malfunction during the simulation can break the immersion and disrupt any learning that has occurred. Despite the presence of high technology, there is a substantial learning curve for both learners and facilitators. The technology of simulation continues to advance, offering devices capable of improved fidelity in virtual reality simulation, more sophisticated procedural practice and advanced patient simulators. Simulation-based training has also brought about paradigm shifts in the medical and surgical education arenas and ensured that the scope and impact of simulation will continue to broaden.
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Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory
Schulz, Roland M.
2009-04-01
This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific “philosophy” of science education. In Part I, conflicting conceptions of science literacy were identified with disparate “visions” tied to competing research programs as well as school-based curricular paradigms. The impasse in the goals of science education and thereto, the contending views of science literacy, were themselves associated with three underlying fundamental aims of education (knowledge-itself; personal development; socialization) which, it was argued, usually undercut the potential of each other. During periods of “crisis-talk” and throughout science educational history these three aims have repeatedly attempted to assert themselves. The inability of science education research to affect long-term change in classrooms was correlated not only to the failure to reach a consensus on the aims (due to competing programs and to the educational ideologies of their social groups), but especially to the failure of developing true educational theories (largely neglected since Hirst). Such theories, especially metatheories, could serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. In Part II, I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general, and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science.
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Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan
2017-01-27
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.
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The impact of simulation education on self-efficacy towards teaching for nurse educators.
Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S
2018-03-23
The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.
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Current concepts in simulation-based trauma education.
Cherry, Robert A; Ali, Jameel
2008-11-01
The use of simulation-based technology in trauma education has focused on providing a safe and effective alternative to the more traditional methods that are used to teach technical skills and critical concepts in trauma resuscitation. Trauma team training using simulation-based technology is also being used to develop skills in leadership, team-information sharing, communication, and decision-making. The integration of simulators into medical student curriculum, residency training, and continuing medical education has been strongly recommended by the American College of Surgeons as an innovative means of enhancing patient safety, reducing medical errors, and performing a systematic evaluation of various competencies. Advanced human patient simulators are increasingly being used in trauma as an evaluation tool to assess clinical performance and to teach and reinforce essential knowledge, skills, and abilities. A number of specialty simulators in trauma and critical care have also been designed to meet these educational objectives. Ongoing educational research is still needed to validate long-term retention of knowledge and skills, provide reliable methods to evaluate teaching effectiveness and performance, and to demonstrate improvement in patient safety and overall quality of care.
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SimTeacher.com: An Online Simulation Tool for Teacher Education
Fischler, Robert
2007-01-01
Simulation-based learning (SBL) is a recent yet promising pedagogical approach. There is a plethora of medical and business simulations. However, there is a lack of simulation tools for other areas of study, like teacher education. Furthermore, since the content of many educational simulations is "hard-coded" into the tool, educators typically…
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Systematic review of the literature on simulation in nursing education.
Norman, Jamil
2012-01-01
Simulation-based learning is an educational intervention which creates an environment that is conducive to experiential learning. Despite the prevalence of research on the influence of simulation on nursing education, there is a dearth of literature on the effectiveness of simulation-based learning. This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the systematic review of the literature included: CINAHL Plus, Medline, Health Source: Nursing/Academic Education, Google Scholar, and Digital Dissertations and Theses through ProQuest. The MeSH search terms included "simulation outcomes measurement" and "nursing education". Seventeen studies were included in the review of the literature. The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and nursing education provides evidence that that simulation is useful in creating a learning environment which contributes to knowledge, skills, safety, and confidence. This systematic review of the literature revealed a gap in the literature pertaining to the transfer of these outcomes to the clinical setting, and lays a foundation for further research on outcomes specific to simulation and nursing education.
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Bridging the gap: enhancing interprofessional education using simulation.
Robertson, James; Bandali, Karim
2008-10-01
Simulated learning and interprofessional education (IPE) are increasingly becoming more prevalent in health care curriculum. As the focus shifts to patient-centred care, health professionals will need to learn with, from and about one another in real-life settings in order to facilitate teamwork and collaboration. The provision of simulated learning in an interprofessional environment helps replicate these settings thereby providing the traditional medical education model with opportunities for growth and innovation. Learning in context is an essential psychological and cognitive aspect of education.This paper offers a conceptual analysis of the salient issues related to IPE and medical simulation. In addition, the paper argues for the integration of simulation into IPE in order to develop innovative approaches for the delivery of education and improved clinical practice that may benefit students and all members of the health care team.
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Developing educator competency to facilitate the use of simulation-based learning in nurse education
DEFF Research Database (Denmark)
Hartvigsen, Tina
2014-01-01
is a prerequisite for effective simulation based education and there are many educator competencies such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some...... is not enough to expect faculty to deliver expert pedagogical practice. Capital expenditure on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation based learning. A skilled educator...... for good practice in this field. • This tested model could then be used to quality assure the education and skills of the teachers and facilitators of simulation-based education in the field of nursing, both nationally and internationally. This presentation will, on the basis of the work in the NESTLED...
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Nataraja, R M; Webb, N; Lopez, P J
2018-02-02
Surgical training has changed radically in the last few decades. The traditional Halstedian model of time-bound apprenticeship has been replaced with competency-based training. In our previous article, we presented an overview of learning theory relevant to clinical teaching; a summary for the busy paediatric surgeon and urologist. We introduced the concepts underpinning current changes in surgical education and training. In this next article, we give an overview of the various modalities of surgical simulation, the educational principles that underlie them, and potential applications in clinical practice. These modalities include; open surgical models and trainers, laparoscopic bench trainers, virtual reality trainers, simulated patients and role-play, hybrid simulation, scenario-based simulation, distributed simulation, virtual reality, and online simulation. Specific examples of technology that may be used for these modalities are included but this is not a comprehensive review of all available products. Copyright © 2018 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.
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Part-task simulator of a WWER-440 type nuclear power plant unit
International Nuclear Information System (INIS)
Palecek, P.
1990-01-01
In the present paper the design of a part-task simulator for WWER-440 type nuclear power plant units by the CEZ (Czech Power Works) Concern is reported. This part-task simulator has been designed for the training of NPP operating personnel. It includes a central computer that is coupled with the training work places and the trainer place. Interchange of information is performed by functional keyboards and semigraphical colour displays. The process is simulated, also in real time scale, on the basis of dynamic models. In addition to the precision of the models used, great importance has primarily been attached to plasticity of information presentation. The part-task simulator may be applied to simulation and demonstration as well as to teaching purposes. The paper presents the achieved state of implementation of the part-task simulator and points out some further stage of evolution. (author)
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Status of simulation in health care education: an international survey
Qayumi, Karim; Pachev, George; Zheng, Bin; Ziv, Amitai; Koval, Valentyna; Badiei, Sadia; Cheng, Adam
2014-01-01
Simulation is rapidly penetrating the terrain of health care education and has gained growing acceptance as an educational method and patient safety tool. Despite this, the state of simulation in health care education has not yet been evaluated on a global scale. In this project, we studied the global status of simulation in health care education by determining the degree of financial support, infrastructure, manpower, information technology capabilities, engagement of groups of learners, and research and scholarly activities, as well as the barriers, strengths, opportunities for growth, and other aspects of simulation in health care education. We utilized a two-stage process, including an online survey and a site visit that included interviews and debriefings. Forty-two simulation centers worldwide participated in this study, the results of which show that despite enormous interest and enthusiasm in the health care community, use of simulation in health care education is limited to specific areas and is not a budgeted item in many institutions. Absence of a sustainable business model, as well as sufficient financial support in terms of budget, infrastructure, manpower, research, and scholarly activities, slows down the movement of simulation. Specific recommendations are made based on current findings to support simulation in the next developmental stages. PMID:25489254
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Simulation-based medical education in clinical skills laboratory.
Akaike, Masashi; Fukutomi, Miki; Nagamune, Masami; Fujimoto, Akiko; Tsuji, Akiko; Ishida, Kazuko; Iwata, Takashi
2012-01-01
Clinical skills laboratories have been established in medical institutions as facilities for simulation-based medical education (SBME). SBME is believed to be superior to the traditional style of medical education from the viewpoint of the active and adult learning theories. SBME can provide a learning cycle of debriefing and feedback for learners as well as evaluation of procedures and competency. SBME offers both learners and patients a safe environment for practice and error. In a full-environment simulation, learners can obtain not only technical skills but also non-technical skills, such as leadership, team work, communication, situation awareness, decision-making, and awareness of personal limitations. SBME is also effective for integration of clinical medicine and basic medicine. In addition, technology-enhanced simulation training is associated with beneficial effects for outcomes of knowledge, skills, behaviors, and patient-related outcomes. To perform SBME, effectively, not only simulators including high-fidelity mannequin-type simulators or virtual-reality simulators but also full-time faculties and instructors as professionals of SBME are essential in a clinical skills laboratory for SBME. Clinical skills laboratory is expected to become an integrated medical education center to achieve continuing professional development, integrated learning of basic and clinical medicine, and citizens' participation and cooperation in medical education.
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Virtual rounds: simulation-based education in procedural medicine
Shaffer, David W.; Meglan, Dwight A.; Ferrell, Margaret; Dawson, Steven L.
1999-07-01
Computer-based simulation is a goal for training physicians in specialties where traditional training puts patients at risk. Intuitively, interactive simulation of anatomy, pathology, and therapeutic actions should lead to shortening of the learning curve for novice or inexperienced physicians. Effective transfer of knowledge acquired in simulators must be shown for such devices to be widely accepted in the medical community. We have developed an Interventional Cardiology Training Simulator which incorporates real-time graphic interactivity coupled with haptic response, and an embedded curriculum permitting rehearsal, hypertext links, personal archiving and instructor review and testing capabilities. This linking of purely technical simulation with educational content creates a more robust educational purpose for procedural simulators.
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Flipped Learning With Simulation in Undergraduate Nursing Education.
Kim, HeaRan; Jang, YounKyoung
2017-06-01
Flipped learning has proliferated in various educational environments. This study aimed to verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction levels of undergraduate nursing students. For the flipped learning group, simulation-based education via the flipped learning method was provided, whereas traditional, simulation-based education was provided for the control group. After completion of the program, academic achievement, teamwork skills, and satisfaction levels were assessed and analyzed. The flipped learning group received higher scores on academic achievement, teamwork skills, and satisfaction levels than the control group, including the areas of content knowledge and clinical nursing practice competency. In addition, this difference gradually increased between the two groups throughout the trial. The results of this study demonstrated the positive, statistically significant effects of the flipped learning method on simulation-based nursing education. [J Nurs Educ. 2017;56(6):329-336.]. Copyright 2017, SLACK Incorporated.
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Holmes, Shawn Yvette
A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings. The post-test only research design involved 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to the video control group or the simulation experimental group. This resulted in four comparison group; preservice video, preservice simulation, inservice video and inservice simulation. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. Additionally, the simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach's alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses. The preservice video group had a significantly higher mean rank score than
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Sorensen, J.L.; Ostergaard, D.; Leblanc, V.; Ottesen, B.; Konge, L.; Dieckmann, P.; Vleuten, C. van der
2017-01-01
BACKGROUND: Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities
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Use of simulation-based education: a national survey of pediatric clerkship directors.
Vukin, Elizabeth; Greenberg, Robert; Auerbach, Marc; Chang, Lucy; Scotten, Mitzi; Tenney-Soeiro, Rebecca; Trainor, Jennifer; Dudas, Robert
2014-01-01
To document the prevalence of simulation-based education (SBE) for third- and fourth-year medical students; to determine the perceived importance of SBE; to characterize the barriers associated with establishing SBE. A 27-item survey regarding simulation was distributed to members of the Council on Medical Student Education in Pediatrics (COMSEP) as part of a larger survey in 2012. Seventy-one (48%) of 147 clerkship directors (CD) at COMSEP institutions responded to the survey questions regarding the use of SBE. Eighty-nine percent (63 of 71) of CDs reported use of SBE in some form: 27% of those programs (17 of 63) reported only the use of the online-based Computer-Assisted Learning in Pediatrics Program, and 73% (46 of 63) reported usage of other SBE modalities. Fifty-four percent of CDs (38 of 71) agreed that SBE is necessary to meet the requirements of the Liaison Committee on Medical Education (LCME). Multiple barriers were reported in initiating and implementing an SBE program. SBE is commonly used for instruction during pediatric undergraduate medical education in North American medical schools. Barriers to the use of SBE remain despite the perception that it is needed to meet requirements of the LCME. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
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Michalik, Peter; Mital, Dusan; Zajac, Jozef; Brezikova, Katarina; Duplak, Jan; Hatala, Michal; Radchenko, Svetlana
2016-10-01
Article deals with point to using intelligent relay and PLC systems in practice, to their architecture and principles of programming and simulations for education process on all types of school from secondary to universities. Aim of the article is proposal of simple examples of applications, where is demonstrated methodology of programming on real simple practice examples and shown using of chosen instructions. In practical part is described process of creating schemas and describing of function blocks, where are described methodologies of creating program and simulations of output reactions on changeable inputs for intelligent relays.
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McAllister, Margaret; Levett-Jones, Tracy; Downer, Teresa; Harrison, Penelope; Harvey, Theresa; Reid-Searl, Kerry; Lynch, Kathy; Arthur, Carol; Layh, Janice; Calleja, Pauline
2013-11-01
Simulation in nursing is a flourishing area for nurse educators' practice. Defined as learning that amplifies, mimics or replaces real-life clinical situations, simulation aims to give students opportunity to reason through a clinical problem and make decisions, without the potential for harming actual patients. Educators in nursing are contributing to simulation learning in diverse and creative ways. Yet much of their craft is not being widely disseminated because educators are not always confident in publishing their work. This paper aims to stimulate creative development in simulation by providing short summaries, or snapshots, of diverse approaches that nurse educators are using. The objective is to inspire others to share other ideas in development or in practice that are improving learning for nursing students and practitioners, so that simulation scholarship is advanced. The snapshots presented range from approaches that: better support educators to attend to the whole process of simulation education, give students quick access to short skill-based videos, orientate students to the laboratory environment, harness the power of the group to develop documentation skills, use simulation to enrich lectures, develop multidisciplinary knowledge, and finally, which teach therapeutic communication with children in a fun and imaginative way. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Poikela, Paula; Ruokamo, Heli; Teräs, Marianne
2015-02-01
Nursing educators must ensure that nursing students acquire the necessary competencies; finding the most purposeful teaching methods and encouraging learning through meaningful learning opportunities is necessary to meet this goal. We investigated student learning in a simulated nursing practice using videography. The purpose of this paper is to examine how two different teaching methods presented students' meaningful learning in a simulated nursing experience. The 6-hour study was divided into three parts: part I, general information; part II, training; and part III, simulated nursing practice. Part II was delivered by two different methods: a computer-based simulation and a lecture. The study was carried out in the simulated nursing practice in two universities of applied sciences, in Northern Finland. The participants in parts II and I were 40 first year nursing students; 12 student volunteers continued to part III. Qualitative analysis method was used. The data were collected using video recordings and analyzed by videography. The students who used a computer-based simulation program were more likely to report meaningful learning themes than those who were first exposed to lecture method. Educators should be encouraged to use computer-based simulation teaching in conjunction with other teaching methods to ensure that nursing students are able to receive the greatest educational benefits. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Simulations and Social Empathy: Domestic Violence Education in the New Millennium.
Adelman, Madelaine; Rosenberg, Karen E; Hobart, Margaret
2016-10-01
When teaching about domestic violence, we hope that our students will be moved to act and organize against it within a social justice framework. We argue that instructional simulations can be used to inspire students to do so. Instructional simulations and gaming tools have been part of higher education pedagogical tool kits since at least the 1960s. Yet it is only recently that a domestic violence resource exists that reflects the interdisciplinary, interactive, and empathy-building orientation of feminist pedagogy. Drawing on the concept of "social empathy," we analyze the potential of the instructional simulation "In Her Shoes," developed by the Washington State Coalition Against Domestic Violence, to help students gain knowledge of and empathy for the constrained choices facing battered women, understand the frequent disjuncture between leaving and safety, and close the gap between cultural perceptions and lived realities. © The Author(s) 2016.
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Assessing problem-solving skills in construction education with the virtual construction simulator
Castronovo, Fadi
The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction industry. Such ability requires a mixture of problem-solving skills, ranging from lower to higher order thinking skills, composed of cognitive and metacognitive processes. These skills include the ability to develop and evaluate construction plans and manage the execution of such plans. However, in a typical construction program, introducing students to such complex problems can be a challenge, and most commonly the learner is presented with only part of a complex problem. To support this challenge, the traditional methodology of delivering design, engineering, and construction instruction has been going through a technological revolution, due to the rise of computer-based technology. For example, in construction classrooms, and other disciplines, simulations and educational games are being utilized to support the development of problem-solving skills. Previous engineering education research has illustrated the high potential that simulations and educational games have in engaging in lower and higher order thinking skills. Such research illustrated their capacity to support the development of problem-solving skills. This research presents evidence supporting the theory that educational simulation games can help with the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems. The educational simulation game employed in this study is the Virtual Construction Simulator (VCS). The VCS is a game developed to provide students in an engaging learning activity that simulates the planning and managing phases of a construction project. Assessment of the third iteration of the VCS(3) game has shown pedagogical value in promoting students' motivation and a basic understanding of construction concepts. To further evaluate the benefits on
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Zitzelsberger, Hilde; Coffey, Sue; Graham, Leslie; Papaconstantinou, Efrosini; Anyinam, Charles
2017-01-01
Simulation-based learning (SBL) is rapidly becoming one of the most significant teaching-learning-evaluation strategies available in undergraduate nursing education. While there is indication within the literature and anecdotally about the benefits of simulation, abundant and strong evidence that supports the effectiveness of simulation for…
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The introduction and effectiveness of simulation-based learning in medical education.
Nara, Nobuo; Beppu, Masashi; Tohda, Shuji; Suzuki, Toshiya
2009-01-01
To contribute to reforming the medical education system in Japan, we visited overseas medical schools and observed the methods utilized in medical education. We visited 28 medical schools and five institutes in the United States, Europe, Australia and Asia in 2008. We met deans and specialists in medical affairs and observed the medical schools' facilities. Among the several effective educational methods used in overseas medical schools, simulation-based learning was being used in all that we visited. Simulation-based learning is used to promote medical students' mastery of communication skills, medical interviewing, physical examination and basic clinical procedures. Students and tutors both recognize the effectiveness of simulation-based learning in medical education. In contrast to overseas medical schools, simulation-based learning is not common in Japan. There remain many barriers to introduce simulation-based education in Japan, such as a shortage of medical tutors, staff, mannequins and budget. However, enhancing the motivation of tutors is likely the most important factor to facilitate simulation-based education in Japanese medical schools to become common place.
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Computer Simulation (Microcultures): An Effective Model for Multicultural Education.
Nelson, Jorge O.
This paper presents a rationale for using high-fidelity computer simulation in planning for and implementing effective multicultural education strategies. Using computer simulation, educators can begin to understand and plan for the concept of cultural sensitivity in delivering instruction. The model promises to emphasize teachers' understanding…
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Simulation-Based Medical Education: An Ethical Imperative.
Ziv, Amitai; Wolpe, Paul Root; Small, Stephen D.; Glick, Shimon
2003-01-01
Describes simulation-based learning in medical education and presents four these that make a framework for simulations: (1) best standards of care and training; (2) error management and patient safety; (3) patient autonomy; and (4) social justice and resource allocation. (SLD)
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Directory of Open Access Journals (Sweden)
Bernd J. Krämer
2011-07-01
Full Text Available As education providers increasingly integrate digital learning media into their education processes, the need for the systematic management of learning materials and learning arrangements becomes clearer. Digital repositories, often called Learning Object Repositories (LOR, promise to provide an answer to this challenge. This article is composed of two parts. In this part, we derive technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. We review the evolution of learning object repositories and discuss their core features in the context of pedagogical requirements, information quality demands, and e-learning technology standards. We conclude with an outlook in Part 2, which presents concrete technical solutions, in particular networked repository architectures.
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Part-task simulator for a WWER-440 nuclear power plant subsystem
International Nuclear Information System (INIS)
Szabo, B.K.
1988-07-01
PC-based part-task simulators for simulating subsystems of nuclear power plants are low cost tools for operator training. In the Central Research Institute for Physics, Budapest, a simulator system has been developed to facilitate fast development of such simulators. The first application simulates the Neutron Flux Monitoring System of WWER-440 nuclear power plants. (author) 9 refs.; 2 figs
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Five Questions Critical Care Educators Should Ask About Simulation-Based Medical Education.
Piquette, Dominique; LeBlanc, Vicki R
2015-09-01
Simulation is now commonly used in health care education, and a growing body of evidence supports its positive impact on learning. However, simulation-based medical education (SBME) involves a range of modalities, instructional methods, and presentations associated with different advantages and limitations. This review aims at better understanding the nature of SBME, its theoretic and proven benefits, its delivery, and the challenges posed by SBME. Areas requiring further research and development are also discussed. Copyright © 2015 Elsevier Inc. All rights reserved.
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Education and training by utilizing irradiation test reactor simulator
International Nuclear Information System (INIS)
Eguchi, Shohei; Koike, Sumio; Takemoto, Noriyuki; Tanimoto, Masataka; Kusunoki, Tsuyoshi
2016-01-01
The Japan Atomic Energy Agency, at its Japan Materials Testing Reactor (JMTR), completed an irradiation test reactor simulator in May 2012. This simulator simulates the operation, irradiation test, abnormal transient change during operation, and accident progress events, etc., and is able to perform operation training on reactor and irradiation equipment corresponding to the above simulations. This simulator is composed of a reactor control panel, process control panel, irradiation equipment control panel, instructor control panel, large display panel, and compute server. The completed simulator has been utilized in the education and training of JMTR operators for the purpose of the safe and stable operation of JMTR and the achievement of high operation rate after resuming operation. For the education and training, an education and training curriculum has been prepared for use in not only operation procedures at the time of normal operation, but also learning of fast and accurate response in case of accident events. In addition, this simulator is also being used in operation training for the purpose of contributing to the cultivation of human resources for atomic power in and out of Japan. (A.O.)
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Transfer of learning: Radiographers' perceptions of simulation-based educational intervention
International Nuclear Information System (INIS)
Aura, S.; Jordan, S.; Saano, S.; Tossavainen, K.; Turunen, H.
2016-01-01
Aim: The aims of this qualitative descriptive study were to 1) explore and define radiographers' competence in intravenous pharmacotherapy before and after a simulation-based education, 2) examine radiographer's perceptions of transfer of learning into clinical practice. Method: Sixteen diagnostic radiographers in one hospitals' Clinical Radiology Unit were individually interviewed before a multidisciplinary simulation-based pharmacotherapy education intervention in 2012 and fourteen were re-interviewed after the intervention 6–7 months later. Data were analyzed using qualitative content analysis. Results: Before education the participants reported uncertain competence in pain management during imaging procedures and acute situations. These weak competence areas identified were strengthened and self-confidence grew. The intervention improved the domains of pharmacotherapy-related patient safety; teamwork development and communication skills. In addition, the radiographers indicated that the iv. pharmacotherapy knowledge from simulation learning was transferred to routine work. Conclusion: The results of this study suggest simulation-based education is suitable for radiographers' pharmacotherapy learning. Adequate pain measurement and management are essential during invasive procedures and these skills can be realistically learned in simulations and transferred to clinical practice. - Highlights: • Simulation education is suitable for professionals' pharmacotherapy education. • Radiographers felt education empowered them to manage acute situations. • Skills in pain measurement, analgesia and patient monitoring enhanced. • Communication and teamwork skills were enhanced. • Simulation-based learning was transferred to clinical practice.
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Simulation-based medical education: time for a pedagogical shift.
Kalaniti, Kaarthigeyan; Campbell, Douglas M
2015-01-01
The purpose of medical education at all levels is to prepare physicians with the knowledge and comprehensive skills, required to deliver safe and effective patient care. The traditional 'apprentice' learning model in medical education is undergoing a pedagogical shift to a 'simulation-based' learning model. Experiential learning, deliberate practice and the ability to provide immediate feedback are the primary advantages of simulation-based medical education. It is an effective way to develop new skills, identify knowledge gaps, reduce medical errors, and maintain infrequently used clinical skills even among experienced clinical teams, with the overall goal of improving patient care. Although simulation cannot replace clinical exposure as a form of experiential learning, it promotes learning without compromising patient safety. This new paradigm shift is revolutionizing medical education in the Western world. It is time that the developing countries embrace this new pedagogical shift.
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Simulation-based education for building clinical teams
Directory of Open Access Journals (Sweden)
Marshall Stuart
2010-01-01
Full Text Available Failure to work as an effective team is commonly cited as a cause of adverse events and errors in emergency medicine. Until recently, individual knowledge and skills in managing emergencies were taught, without reference to the additional skills required to work as part of a team. Team training courses are now becoming commonplace, however their strategies and modes of delivery are varied. Just as different delivery methods of traditional education can result in different levels of retention and transfer to the real world, the same is true in team training of the material in different ways in traditional forms of education may lead to different levels of retention and transfer to the real world, the same is true in team training. As team training becomes more widespread, the effectiveness of different modes of delivery including the role of simulation-based education needs to be clearly understood. This review examines the basis of team working in emergency medicine, and the components of an effective emergency medical team. Lessons from other domains with more experience in team training are discussed, as well as the variations from these settings that can be observed in medical contexts. Methods and strategies for team training are listed, and experiences in other health care settings as well as emergency medicine are assessed. Finally, best practice guidelines for the development of team training programs in emergency medicine are presented.
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Current Status of Simulation-Based Training in Graduate Medical Education.
Willis, Ross E; Van Sickle, Kent R
2015-08-01
The use of simulation in Graduate Medical Education has evolved significantly over time, particularly during the past decade. The applications of simulation include introductory and basic technical skills, more advanced technical skills, and nontechnical skills, and simulation is gaining acceptance in high-stakes assessments. Simulation-based training has also brought about paradigm shifts in the medical and surgical education arenas and has borne new and exciting national and local consortia that will ensure that the scope and impact of simulation will continue to broaden. Copyright © 2015 Elsevier Inc. All rights reserved.
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Ferris State Coll., Big Rapids, MI.
This document, the second of a two-part study, focuses on the area of continuing and adult education at Ferris State College (FSC), Michigan. An overview of the status of adult and continuing education and recommendations are provided by the schools of allied health, business, general education, education, pharmacy, technical and applied arts, and…
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Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A
2011-09-01
In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.
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The Importance of Simulation in Nursing Education
Eyikara, Evrim; Baykara, Zehra Gocmen
2017-01-01
Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an…
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Computer Simulation and Digital Resources for Plastic Surgery Psychomotor Education.
Diaz-Siso, J Rodrigo; Plana, Natalie M; Stranix, John T; Cutting, Court B; McCarthy, Joseph G; Flores, Roberto L
2016-10-01
Contemporary plastic surgery residents are increasingly challenged to learn a greater number of complex surgical techniques within a limited period. Surgical simulation and digital education resources have the potential to address some limitations of the traditional training model, and have been shown to accelerate knowledge and skills acquisition. Although animal, cadaver, and bench models are widely used for skills and procedure-specific training, digital simulation has not been fully embraced within plastic surgery. Digital educational resources may play a future role in a multistage strategy for skills and procedures training. The authors present two virtual surgical simulators addressing procedural cognition for cleft repair and craniofacial surgery. Furthermore, the authors describe how partnerships among surgical educators, industry, and philanthropy can be a successful strategy for the development and maintenance of digital simulators and educational resources relevant to plastic surgery training. It is our responsibility as surgical educators not only to create these resources, but to demonstrate their utility for enhanced trainee knowledge and technical skills development. Currently available digital resources should be evaluated in partnership with plastic surgery educational societies to guide trainees and practitioners toward effective digital content.
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Directory of Open Access Journals (Sweden)
Alexander V. Baranov
2015-01-01
Full Text Available Taking part in the organized project activities students of the technical University create virtual physics laboratories. The article gives an example of the student’s project-computer modeling and visualization one of the most wonderful manifestations of reality-quantum interference of particles. The real experiment with heavy organic fluorescent molecules is used as a prototype for this computer simulation. The student’s software product can be used in informational space of the system of open education.
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Topping, Anne; Bøje, Rikke Buus; Rekola, Leena; Hartvigsen, Tina; Prescott, Stephen; Bland, Andrew; Hope, Angela; Haho, Paivi; Hannula, Leena
2015-11-01
This paper presents the results of a systemised rapid review and synthesis of the literature undertaken to identify competencies required by nurse educators to facilitate simulation-based learning (SBL). An international collaboration undertook a protocol-based search, retrieval and critical review. Web of Science, PubMed, CINAHL Plus, PsycInfo, ERIC, the Cochrane Library and Science Direct. The search was limited to articles published in English, 2002-2012. The search terms used: nurse*, learn*, facilitator, simula*, lecturer, competence, skill*, qualificat*, educator, health care, "patient simulation", "nursing education" and "faculty". The search yielded 2156 "hits", following a review of the abstracts, 72 full-text articles were extracted. These were screened against predetermined inclusion/exclusion criteria and nine articles were retained. Following critical appraisal, the articles were analyzed using an inductive approach to extract statements for categorization and synthesis as competency statements. This review confirmed that there was a modest amount of empirical evidence on which to base a competency framework. Those papers that provided descriptions of educator preparation identified simulation-based workshops, or experiential training, as the most common approaches for enhancing skills. SBL was not associated with any one theoretical perspective. Delivery of SBL appeared to demand competencies associated with planning and designing simulations, facilitating learning in "safe" environments, expert nursing knowledge based on credible clinical realism, reference to evidence-based knowledge and demonstration of professional values and identity. This review derived a preliminary competency framework. This needs further development as a model for educators delivering SBL as part of nursing curricula. Copyright © 2015. Published by Elsevier Ltd.
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Simulation training in neurosurgery: advances in education and practice
Directory of Open Access Journals (Sweden)
Konakondla S
2017-07-01
Full Text Available Sanjay Konakondla, Reginald Fong, Clemens M Schirmer Department of Neurosurgery and Neuroscience Institute, Geisinger Medical Center, Geisinger Health System, Danville, PA, USA Abstract: The current simulation technology used for neurosurgical training leaves much to be desired. Significant efforts are thoroughly exhausted in hopes of developing simulations that translate to give learners the “real-life” feel. Though a respectable goal, this may not be necessary as the application for simulation in neurosurgical training may be most useful in early learners. The ultimate uniformly agreeable endpoint of improved outcome and patient safety drives these investments. We explore the development, availability, educational taskforces, cost burdens and the simulation advancements in neurosurgical training. The technologies can be directed at achieving early resident milestones placed by the Accreditation Council for Graduate Medical Education. We discuss various aspects of neurosurgery disciplines with specific technologic advances of simulation software. An overview of the scholarly landscape of the recent publications in the realm of medical simulation and virtual reality pertaining to neurologic surgery is provided. We analyze concurrent concept overlap between PubMed headings and provide a graphical overview of the associations between these terms. Keywords: residency education, simulation, neurosurgery training, virtual reality, haptic feedback, task analysis, ACGME
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Students' Emotions in Simulation-Based Medical Education
Keskitalo, Tuulikki; Ruokamo, Heli
2017-01-01
Medical education is emotionally charged for many reasons, especially the fact that simulation-based learning is designed to generate emotional experiences. However, there are very few studies that concentrate on learning and emotions, despite widespread interest in the topic, especially within healthcare education. The aim of this research is to…
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Games and simulation in higher education
Juan, Angel A.; Loch, Birgit; Daradoumis, Thanasis; Ventura, Sebastian
2017-01-01
The evolution of computer technologies, together with the increasing speed of Internet-based communications, has promoted the use of simulation software and serious games in higher education. These technological and methodological tools can significantly enrich the learning experience in almost any knowledge area. In particular, they will have a significant impact on how the learning process is performed in the so called Science, Technology, Engineering, and Mathematics (STEM) education. T...
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DEFF Research Database (Denmark)
Bojoi, R.; Profumo, F.; Griva, G.
2002-01-01
The authors present in this paper a digital real-time hardware-in-the-loop simulation of a three-phase induction motor drive. The main real-time simulation tool is the dSPACE DS1103 PPC Controller Board which simulates the power and signal conditioning parts. The control algorithm of the virtual...... drive has been implemented on the Evaluation Board of TMS320F240 DSP. The experimental results validate this solution as a powerful tool to be used in research and advanced education. Thus, the students can put in practic the theory without spending too much time with details concerning the hardware...
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Current Trends in Higher Education Technology: Simulation
Damewood, Andrea M.
2016-01-01
This paper is focused on how technology in use changes over time, and the current trend of simulation technology as a supported classroom technology. Simulation-based training as a learning tool is discussed within the context of adult learning theories, as is the technology used and how today's higher education technology administrators support…
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Medical education and human trafficking: using simulation.
Stoklosa, Hanni; Lyman, Michelle; Bohnert, Carrie; Mittel, Olivia
2017-01-01
Healthcare providers have the potential to play a crucial role in human trafficking prevention, identification, and intervention. However, trafficked patients are often unidentified due to lack of education and preparation available to healthcare professionals at all levels of training and practice. To increase victim identification in healthcare settings, providers need to be educated about the issue of trafficking and its clinical presentations in an interactive format that maximizes learning and ultimately patient-centered outcomes. In 2014, University of Louisville School of Medicine created a simulation-based medical education (SBME) curriculum to prepare students to recognize victims and intervene on their behalf. The authors share the factors that influenced the session's development and incorporation into an already full third year medical curriculum and outline the development process. The process included a needs assessment for the education intervention, development of objectives and corresponding assessment, implementation of the curriculum, and finally the next steps of the module as it develops further. Additional alternatives are provided for other medical educators seeking to implement similar modules at their home institution. It is our hope that the description of this process will help others to create similar interactive educational programs and ultimately help trafficking survivors receive the care they need. HCP: Healthcare professional; M-SIGHT: Medical student instruction in global human trafficking; SBME: Simulation-based medical education; SP: Standardized patient; TIC: Trauma-informed care.
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Simulation-based assessments in health professional education: a systematic review.
Ryall, Tayne; Judd, Belinda K; Gordon, Christopher J
2016-01-01
The use of simulation in health professional education has increased rapidly over the past 2 decades. While simulation has predominantly been used to train health professionals and students for a variety of clinically related situations, there is an increasing trend to use simulation as an assessment tool, especially for the development of technical-based skills required during clinical practice. However, there is a lack of evidence about the effectiveness of using simulation for the assessment of competency. Therefore, the aim of this systematic review was to examine simulation as an assessment tool of technical skills across health professional education. A systematic review of Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), Medical Literature Analysis and Retrieval System Online (Medline), and Web of Science databases was used to identify research studies published in English between 2000 and 2015 reporting on measures of validity, reliability, or feasibility of simulation as an assessment tool. The McMasters Critical Review for quantitative studies was used to determine methodological value on all full-text reviewed articles. Simulation techniques using human patient simulators, standardized patients, task trainers, and virtual reality were included. A total of 1,064 articles were identified using search criteria, and 67 full-text articles were screened for eligibility. Twenty-one articles were included in the final review. The findings indicated that simulation was more robust when used as an assessment in combination with other assessment tools and when more than one simulation scenario was used. Limitations of the research papers included small participant numbers, poor methodological quality, and predominance of studies from medicine, which preclude any definite conclusions. Simulation has now been embedded across a range of health professional education and it appears that simulation
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Part-Time Higher Education: Employer Engagement under Threat?
Mason, Geoff
2014-01-01
Employer support for employees who are studying part-time for higher education qualifications constitutes a form of indirect employer engagement with higher education institutions that has contributed strongly to the development of work-related skills and knowledge over the years. However, this form of employer engagement with higher education…
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Finite element simulation of HIP-process to produce 3d near net shape parts
International Nuclear Information System (INIS)
Zadeh, M.K.
1996-01-01
One of the major problems when producing powder metallurgy parts through hot isostatic pressing (HIP) is the non homogeneous shrinkage of HIP-capsule during the process. This leads to time and cost consuming machining of the HIP parts. In order to reduce the machining to a minimum, one can try to simulate the HIP-process by means of numerical methods. Hereby, the part distortion can be predicted, and hence a new HIP-capsule can be designed in such a way to prevent the distortion partly or even completely. In the following, a finite element method is used, on one hand, to simulate part shrinkage during HIP process; on the other hand a method is integrated in this simulation to optimize the HIP-capsule geometry. For the determination of material dependent parameters, a mixture of theoretical and experimental methods is used. Results of simulation are verified for a complex 3d HIP part out of TiAl6V4
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Simulation Methodology in Nursing Education and Adult Learning Theory
Rutherford-Hemming, Tonya
2012-01-01
Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…
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Learner-Adaptive Educational Technology for Simulation in Healthcare: Foundations and Opportunities.
Lineberry, Matthew; Dev, Parvati; Lane, H Chad; Talbot, Thomas B
2018-06-01
Despite evidence that learners vary greatly in their learning needs, practical constraints tend to favor ''one-size-fits-all'' educational approaches, in simulation-based education as elsewhere. Adaptive educational technologies - devices and/or software applications that capture and analyze relevant data about learners to select and present individually tailored learning stimuli - are a promising aid in learners' and educators' efforts to provide learning experiences that meet individual needs. In this article, we summarize and build upon the 2017 Society for Simulation in Healthcare Research Summit panel discussion on adaptive learning. First, we consider the role of adaptivity in learning broadly. We then outline the basic functions that adaptive learning technologies must implement and the unique affordances and challenges of technology-based approaches for those functions, sharing an illustrative example from healthcare simulation. Finally, we consider future directions for accelerating research, development, and deployment of effective adaptive educational technology and techniques in healthcare simulation.
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Simulation Technology for Skills Training and Competency Assessment in Medical Education
Obeso, Vivian T.; Issenberg, S. Barry
2007-01-01
Medical education during the past decade has witnessed a significant increase in the use of simulation technology for teaching and assessment. Contributing factors include: changes in health care delivery and academic environments that limit patient availability as educational opportunities; worldwide attention focused on the problem of medical errors and the need to improve patient safety; and the paradigm shift to outcomes-based education with its requirements for assessment and demonstration of competence. The use of simulators addresses many of these issues: they can be readily available at any time and can reproduce a wide variety of clinical conditions on demand. In lieu of the customary (and arguably unethical) system, whereby novices carry out the practice required to master various techniques—including invasive procedures—on real patients, simulation-based education allows trainees to hone their skills in a risk-free environment. Evaluators can also use simulators for reliable assessments of competence in multiple domains. For those readers less familiar with medical simulators, this article aims to provide a brief overview of these educational innovations and their uses; for decision makers in medical education, we hope to broaden awareness of the significant potential of these new technologies for improving physician training and assessment, with a resultant positive impact on patient safety and health care outcomes. PMID:18095044
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Experiential Learning in Vehicle Dynamics Education via Motion Simulation and Interactive Gaming
Hulme, Kevin; Kasprzak, Edward; English, Ken; Moore-Russo, Deborah; Lewis, Kemper
2009-01-01
Creating active, student-centered learning situations in postsecondary education is an ongoing challenge for engineering educators. Contemporary students familiar with visually engaging and fast-paced games can find traditional classroom methods of lecture and guided laboratory experiments limiting. This paper presents a methodology that incorporates driving simulation, motion simulation, and educational practices into an engaging, gaming-inspired simulation framework for a vehicle dynamics c...
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Lehmann, Eldon D
2003-01-01
The purpose of this review is to describe research applications of the AIDA diabetes software simulator. AIDA is a computer program that permits the interactive simulation of insulin and glucose profiles for teaching, demonstration, and self-learning purposes. Since March/April 1996 it has been made freely available on the Internet as a noncommercial contribution to continuing diabetes education. Up to May 2003 well over 320,000 visits have been logged at the main AIDA Website--www.2aida.org--and over 65,000 copies of the AIDA program have been downloaded free-of-charge. This review (the second of two parts) overviews research projects and ventures, undertaken for the most part by other research workers in the diabetes computing field, that have made use of the freeware AIDA program. As with Part 1 of the review (Diabetes Technol Ther 2003;5:425-438) relevant research work was identified in three main ways: (i) by personal (e-mail/written) communications from researchers, (ii) via the ISI Web of Science citation database to identify published articles which referred to AIDA-related papers, and (iii) via searches on the Internet. Also, in a number of cases research students who had sought advice about AIDA, and diabetes computing in general, provided copies of their research dissertations/theses upon the completion of their projects. Part 2 of this review highlights some more of the research projects that have made use of the AIDA diabetes simulation program to date. A wide variety of diabetes computing topics are addressed. These range from learning about parameter interactions using simulated blood glucose data, to considerations of dietary assessments, developing new diabetes models, and performance monitoring of closed-loop insulin delivery devices. Other topics include evaluation/validation research usage of such software, applying simulated blood glucose data for prototype training/validation, and other research uses of placing technical information on the Web
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Training in trauma management: the role of simulation-based medical education.
Berkenstadt, Haim; Ben-Menachem, Erez; Simon, Daniel; Ziv, Amitai
2013-03-01
Simulation-based medical education (SBME) offers a safe and "mistake-forgiving" environment to teach and train medical professionals. The diverse range of medical-simulation modalities enables trainees to acquire and practice an array of tasks and skills. SBME offers the field of trauma training multiple opportunities to enhance the effectiveness of the education provided in this challenging domain. Further research is needed to better learn the role of simulation-based learning in trauma management and education. Copyright © 2013 Elsevier Inc. All rights reserved.
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Medical education and human trafficking: using simulation
Stoklosa, Hanni; Lyman, Michelle; Bohnert, Carrie; Mittel, Olivia
2017-01-01
ABSTRACT Healthcare providers have the potential to play a crucial role in human trafficking prevention, identification, and intervention. However, trafficked patients are often unidentified due to lack of education and preparation available to healthcare professionals at all levels of training and practice. To increase victim identification in healthcare settings, providers need to be educated about the issue of trafficking and its clinical presentations in an interactive format that maximizes learning and ultimately patient-centered outcomes. In 2014, University of Louisville School of Medicine created a simulation-based medical education (SBME) curriculum to prepare students to recognize victims and intervene on their behalf. The authors share the factors that influenced the session’s development and incorporation into an already full third year medical curriculum and outline the development process. The process included a needs assessment for the education intervention, development of objectives and corresponding assessment, implementation of the curriculum, and finally the next steps of the module as it develops further. Additional alternatives are provided for other medical educators seeking to implement similar modules at their home institution. It is our hope that the description of this process will help others to create similar interactive educational programs and ultimately help trafficking survivors receive the care they need. Abbreviations: HCP: Healthcare professional; M-SIGHT: Medical student instruction in global human trafficking; SBME: Simulation-based medical education; SP: Standardized patient; TIC: Trauma-informed care PMID:29228882
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Environmental education as part of compulsory education at school
Dimitrova, Boyanka
2013-04-01
Environmental education in schools is an element of civic education and skills, the students should learn in school. This is part of the state and public order in the school and as such lies in the mandatory training documentation for various objects from the natural and social sciences. With the idea to help teachers in this activity in recent years with teachers, students, and government and municipal authorities had organized a number of activities aimed at: 1. Targeted analysis of curricula for middle school and increase their knowledge and professional competence of teachers towards the standards set forth by the state educational requirements, analysis shows that knowledge is competencies aimed at environmental education of young people are out (to varying degrees) in significant part of the subjects taught in secondary schools - man and society, and man and nature (in early stages) Geography (including the risks associated with natural - causes and effects), Biology and Health Education, Chemistry and protection of the environment, physics and astronomy, history and civilization and interdisciplinary civic education field. 2. Seminar courses to acquire skills to conduct interactive activities with students and in conjunction with textbooks (Green Package, Natura 2000, WSP, Flupi for a better environment). 3. Visits interesting and protected areas and objects by exploring opportunities for outings with students. 4. Conducting workshops and classes using the provided tools, techniques and interesting games aimed at awareness of the need for care and attention to our surroundings. 5. Organizing and conducting competitions between students from schools in our city, usually associated with the most popular day - Earth Day, World Day for Environmental Protection, Day of Danube). 6. Participation in outdoor activities - studying the structure and features of parks hometown, Work shop for making objects from natural materials and waste materials; race making ikebana
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Simulation training in neurosurgery: advances in education and practice
Konakondla, Sanjay; Fong, Reginald; Schirmer, Clemens M
2017-01-01
The current simulation technology used for neurosurgical training leaves much to be desired. Significant efforts are thoroughly exhausted in hopes of developing simulations that translate to give learners the “real-life” feel. Though a respectable goal, this may not be necessary as the application for simulation in neurosurgical training may be most useful in early learners. The ultimate uniformly agreeable endpoint of improved outcome and patient safety drives these investments. We explore the development, availability, educational taskforces, cost burdens and the simulation advancements in neurosurgical training. The technologies can be directed at achieving early resident milestones placed by the Accreditation Council for Graduate Medical Education. We discuss various aspects of neurosurgery disciplines with specific technologic advances of simulation software. An overview of the scholarly landscape of the recent publications in the realm of medical simulation and virtual reality pertaining to neurologic surgery is provided. We analyze concurrent concept overlap between PubMed headings and provide a graphical overview of the associations between these terms. PMID:28765716
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Pressurized water reactor simulator. Workshop material
International Nuclear Information System (INIS)
2003-01-01
The International Atomic Energy Agency (IAEA) has established an activity in nuclear reactor simulation computer programs to assist its Member States in education. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the development and distribution of simulation programs and educational material and sponsors courses and workshops. The workshops are in two parts: techniques and tools for reactor simulator development; and the use of reactor simulators in education. Workshop material for the first part is covered in the IAEA Training Course Series No. 12, 'Reactor Simulator Development' (2001). Course material for workshops using a WWER- 1000 reactor department simulator from the Moscow Engineering and Physics Institute, the Russian Federation is presented in the IAEA Training Course Series No. 21 'WWER-1000 Reactor Simulator' (2002). Course material for workshops using a boiling water reactor simulator developed for the IAEA by Cassiopeia Technologies Incorporated of Canada (CTI) is presented in the IAEA publication: Training Course Series No.23 'Boiling Water Reactor Simulator' (2003). This report consists of course material for workshops using a pressurized water reactor simulator
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Computer simulation games in population and education.
Moreland, R S
1988-01-01
Computer-based simulation games are effective training tools that have several advantages. They enable players to learn in a nonthreatening manner and develop strategies to achieve goals in a dynamic environment. They also provide visual feedback on the effects of players' decisions, encourage players to explore and experiment with options before making final decisions, and develop players' skills in analysis, decision making, and cooperation. 2 games have been developed by the Research Triangle Institute for public-sector planning agencies interested in or dealing with developing countries. The UN Population and Development Game teaches players about the interaction between population variables and the national economy and how population policies complement other national policies, such as education. The BRIDGES Education Planning Game focuses on the effects education has on national policies. In both games, the computer simulates the reactions of a fictional country's socioeconomic system to players' decisions. Players can change decisions after seeing their effects on a computer screen and thus can improve their performance in achieving goals.
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Advancing Simulation-Based Education in Pain Medicine.
Singh, Naileshni; Nielsen, Alison A; Copenhaver, David J; Sheth, Samir J; Li, Chin-Shang; Fishman, Scott M
2018-02-27
The Accreditation Council for Graduate Medical Education (ACGME) has recently implemented milestones and competencies as a framework for training fellows in Pain Medicine, but individual programs are left to create educational platforms and assessment tools that meet ACGME standards. In this article, we discuss the concept of milestone-based competencies and the inherent challenges for implementation in pain medicine. We consider simulation-based education (SBE) as a potential tool for the field to meet ACGME goals through advancing novel learning opportunities, engaging in clinically relevant scenarios, and mastering technical and nontechnical skills. The sparse literature on SBE in pain medicine is highlighted, and we describe our pilot experience, which exemplifies a nascent effort that encountered early difficulties in implementing and refining an SBE program. The many complexities in offering a sophisticated simulated pain curriculum that is valid, reliable, feasible, and acceptable to learners and teachers may only be overcome with coordinated and collaborative efforts among pain medicine training programs and governing institutions.
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High-Fidelity Simulation for Neonatal Nursing Education: An Integrative Review of the Literature.
Cooper, Allyson
2015-01-01
The lack of safe avenues to develop neonatal nursing competencies using human subjects leads to the notion that simulation education for neonatal nurses might be an ideal form of education. This integrative literature review compares traditional, teacher-centered education with high-fidelity simulation education for neonatal nurses. It examines the theoretical frameworks used in neonatal nursing education and outlines the advantages of this type of training, including improving communication and teamwork; providing an innovative pedagogical approach; and aiding in skill acquisition, confidence, and participant satisfaction. The importance of debriefing is also examined. High-fidelity simulation is not without disadvantages, including its significant cost, the time associated with training, the need for very complex technical equipment, and increased faculty resource requirements. Innovative uses of high-fidelity simulation in neonatal nursing education are suggested. High-fidelity simulation has great potential but requires additional research to fully prove its efficacy.
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Dubrowski, Adam; Alani, Sabrina; Bankovic, Tina; Crowe, Andrea; Pollard, Megan
2015-11-02
Simulation is an important training tool used in a variety of influential fields. However, development of simulation scenarios - the key component of simulation - occurs in isolation; sharing of scenarios is almost non-existent. This can make simulation use a costly task in terms of the resources and time and the possible redundancy of efforts. To alleviate these issues, the goal is to strive for an open communication of practice (CoP) surrounding simulation. To facilitate this goal, this report describes a set of guidelines for writing technical reports about simulation use for educating health professionals. Using an accepted set of guidelines will allow for homogeneity when building simulation scenarios and facilitate open sharing among simulation users. In addition to optimizing simulation efforts in institutions that are currently using simulation as an educational tool, the development of such a repository may have direct implications on developing countries, where simulation is only starting to be used systematically. Our project facilitates equivalent and global access to information, knowledge, and highest-caliber education - in this context, simulation - collectively, the building blocks of optimal healthcare.
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Simulation-based education: A narrative review of the use of VERT in radiation therapy education.
Kane, Paul
2018-04-14
Simulation has a long history in medical and health science training and education. The literature describing this history is extensive. The role simulation plays in many health disciplines has evolved, as has the focus of the literature around it. The Virtual Environment for Radiotherapy Training (VERT) system is a relative newcomer to radiation therapy education and, similar to the literature around radiation therapy (RT) education, is still in its infancy. This narrative review sets the scene of simulation-based education within the health sciences and considers the lessons learned from published work on VERT to date. The evidence suggests that future inquiry involving VERT should explore different ways in which VERT can be used to contribute to the skillset required by the radiation therapist of tomorrow. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.
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Perceptions of part-time faculty by chairpersons of undergraduate health education programs.
Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy
2011-11-01
In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.
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Interprofessional education in pharmacology using high-fidelity simulation.
Meyer, Brittney A; Seefeldt, Teresa M; Ngorsuraches, Surachat; Hendrickx, Lori D; Lubeck, Paula M; Farver, Debra K; Heins, Jodi R
2017-11-01
This study examined the feasibility of an interprofessional high-fidelity pharmacology simulation and its impact on pharmacy and nursing students' perceptions of interprofessionalism and pharmacology knowledge. Pharmacy and nursing students participated in a pharmacology simulation using a high-fidelity patient simulator. Faculty-facilitated debriefing included discussion of the case and collaboration. To determine the impact of the activity on students' perceptions of interprofessionalism and their ability to apply pharmacology knowledge, surveys were administered to students before and after the simulation. Attitudes Toward Health Care Teams scale (ATHCT) scores improved from 4.55 to 4.72 on a scale of 1-6 (p = 0.005). Almost all (over 90%) of the students stated their pharmacology knowledge and their ability to apply that knowledge improved following the simulation. A simulation in pharmacology is feasible and favorably affected students' interprofessionalism and pharmacology knowledge perceptions. Pharmacology is a core science course required by multiple health professions in early program curricula, making it favorable for incorporation of interprofessional learning experiences. However, reports of high-fidelity interprofessional simulation in pharmacology courses are limited. This manuscript contributes to the literature in the field of interprofessional education by demonstrating that an interprofessional simulation in pharmacology is feasible and can favorably affect students' perceptions of interprofessionalism. This manuscript provides an example of a pharmacology interprofessional simulation that faculty in other programs can use to build similar educational activities. Copyright © 2017 Elsevier Inc. All rights reserved.
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WWER-1000 reactor simulator. Workshop material
International Nuclear Information System (INIS)
2003-01-01
The International Atomic Energy Agency (IAEA) has established an activity in nuclear reactor simulation computer programs to assist its Member States in education. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the development and distribution of simulation programs and educational material and sponsors courses and workshops. The workshops are in two parts: techniques and tools for reactor simulator development; and the use of reactor simulators in education. Workshop material for the first part is covered in the IAEA publication: Training Course Series 12, 'Reactor Simulator Development' (2001). Course material for workshops using a pressurized water reactor (PWR) Simulator developed for the IAEA by Cassiopeia Technologies Inc. of Canada is presented in the IAEA publication: Training Course Series No. 22 'Pressurized Water Reactor Simulator' (2003) and Training Course Series No. 23 'Boiling Water Reactor Simulator' (2003). This report consists of course material for workshops using the WWER-1000 Reactor Department Simulator from the Moscow Engineering and Physics Institute, Russian Federation. N. V. Tikhonov and S. B. Vygovsky of the Moscow Engineering and Physics Institute prepared this report for the IAEA
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Development of Technical Skills: Education, Simulation, and Maintenance of Certification.
Sullivan, Sarah A; Anderson, Barbara M H; Pugh, Carla M
2015-11-01
The goal of this article is to provide a focused overview of technical skills education inside the operating room (OR), opportunities for learning outside of the OR (with a focus on simulation), and methods for measuring technical skills. In addition, the authors review the role of maintenance of certification in continuing education and quality improvement and consider the role that simulation plays in this process. The perspectives on teaching in the OR of both residents and faculty going into the case affect the learning environment, and preoperative interactions between attendings and residents to establish learning needs and goals are important. Furthermore, in regards to attending surgeons improving their skills, interaction with more experienced peers and feedback during and after a procedure can be beneficial. Simulation is increasingly being utilized as an education tool outside of the OR. Training in plastic surgery is poised to exploit simulation in multiple technical areas. There is potential to utilize these simulation environments to collect real-time data, such as motion, visual focus, and pressure. How to incorporate technical skill evaluation results in ways that are most beneficial for learning should be the focus of future research and curriculum development. Finally, simulation could be better utilized as a mechanism for both self and peer evaluation and assessment for continuing education and quality improvement. Professional development for faculty and surgery trainees on how to engage with simulation for teaching and learning and how to translate these experiences into improving patient care will be required.
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Constructing an Educational Mars Simulation
Henke, Stephen A.
2004-01-01
January 14th 2004, President George Bush announces his plans to catalyst the space program into a new era of space exploration and discovery. His vision encompasses a robotics program to explore our solar system, a return to the moon, the human exploration of Mars, and to promote international prosperity towards our endeavors. We at NASA now have the task of constructing this vision in a very real timeframe. I have been chosen to begin phase 1 of making this vision a reality. I will be working on creating an Educational Mars Simulation of human exploration of Mars to stimulate interest and involvement with the project from investors and the community. GRC s Computer Services Division (CSD) in collaboration with the Office of Education Programs will be designing models, constructing terrain, and programming this simulation to create a realistic portrayal of human exploration on mars. With recent and past technological breakthroughs in computing, my primary goal can be accomplished with only the aid of 3-4 software packages. Lightwave 3D is the modeling package we have selected to use for the creation of our digital objects. This includes a Mars pressurized rover, rover cockpit, landscape/terrain, and habitat. Once we have the models completed they need textured so Photoshop and Macromedia Fireworks are handy for bringing these objects to life. Before directly importing all of this data into a simulation environment, it is necessary to first render a stunning animation of the desired final product. This animation with represent what we hope to capture out of the simulation and it will include all of the accessories like ray-tracing, fog effects, shadows, anti-aliasing, particle effects, volumetric lighting, and lens flares. Adobe Premier will more than likely be used for video editing and adding ambient noises and music. Lastly, V-Tree is the real-time 3D graphics engine which will facilitate our realistic simulation. Additional information is included in the
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Systematic Review of Patient-Specific Surgical Simulation: Toward Advancing Medical Education.
Ryu, Won Hyung A; Dharampal, Navjit; Mostafa, Ahmed E; Sharlin, Ehud; Kopp, Gail; Jacobs, William Bradley; Hurlbert, Robin John; Chan, Sonny; Sutherland, Garnette R
Simulation-based education has been shown to be an effective tool to teach foundational technical skills in various surgical specialties. However, most of the current simulations are limited to generic scenarios and do not allow continuation of the learning curve beyond basic technical skills to prepare for more advanced expertise, such as patient-specific surgical planning. The objective of this study was to evaluate the current medical literature with respect to the utilization and educational value of patient-specific simulations for surgical training. We performed a systematic review of the literature using Pubmed, Embase, and Scopus focusing on themes of simulation, patient-specific, surgical procedure, and education. The study included randomized controlled trials, cohort studies, and case-control studies published between 2005 and 2016. Two independent reviewers (W.H.R. and N.D) conducted the study appraisal, data abstraction, and quality assessment of the studies. The search identified 13 studies that met the inclusion criteria; 7 studies employed computer simulations and 6 studies used 3-dimensional (3D) synthetic models. A number of surgical specialties evaluated patient-specific simulation, including neurosurgery, vascular surgery, orthopedic surgery, and interventional radiology. However, most studies were small in size and primarily aimed at feasibility assessments and early validation. Early evidence has shown feasibility and utility of patient-specific simulation for surgical education. With further development of this technology, simulation-based education may be able to support training of higher-level competencies outside the clinical settingto aid learners in their development of surgical skills. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
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Applying simulation to optimize plastic molded optical parts
Jaworski, Matthew; Bakharev, Alexander; Costa, Franco; Friedl, Chris
2012-10-01
Optical injection molded parts are used in many different industries including electronics, consumer, medical and automotive due to their cost and performance advantages compared to alternative materials such as glass. The injection molding process, however, induces elastic (residual stress) and viscoelastic (flow orientation stress) deformation into the molded article which alters the material's refractive index to be anisotropic in different directions. Being able to predict and correct optical performance issues associated with birefringence early in the design phase is a huge competitive advantage. This paper reviews how to apply simulation analysis of the entire molding process to optimize manufacturability and part performance.
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SIMULATIONS AND GAMES IN MANAGEMENT EDUCATION: TOWARDS A MULTI-DIMENSIONAL EXPERIENCE
Directory of Open Access Journals (Sweden)
Jorge Paulo Sequeira
2013-06-01
Full Text Available Games and simulations have been used in the field of education for many years, particularly in the areas of business, training staff in financial and economic skills, combat training and war gaming. Internet-based games are also commonly used in the areas of education, business and policy to provide a safe but realistic experience of the real world. This paper explores some of the rationale that a team of lecturers at the Lisbon School of Accounting and Administration (ISCAL think should underpin simulation and game usage in an educational context, specifically in management education. Our aim with this work is about promoting learning and knowledge building through one of the latest evolved socio-cultural artifact: online simulations and games.
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A review of the use of simulation in dental education.
Perry, Suzanne; Bridges, Susan Margaret; Burrow, Michael Francis
2015-02-01
In line with the advances in technology and communication, medical simulations are being developed to support the acquisition of requisite psychomotor skills before real-life clinical applications. This review article aimed to give a general overview of simulation in a cognate field, clinical dental education. Simulations in dentistry are not a new phenomenon; however, recent developments in virtual-reality technology using computer-generated medical simulations of 3-dimensional images or environments are providing more optimal practice conditions to smooth the transition from the traditional model-based simulation laboratory to the clinic. Evidence as to the positive aspects of virtual reality include increased effectiveness in comparison with traditional simulation teaching techniques, more efficient learning, objective and reproducible feedback, unlimited training hours, and enhanced cost-effectiveness for teaching establishments. Negative aspects have been indicated as initial setup costs, faculty training, and the lack of a variety of content and current educational simulation programs.
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Implementing effective simulation-based education to improve ...
International Development Research Centre (IDRC) Digital Library (Canada)
Implementing effective simulation-based education to improve maternal ... by IDRC, including the contributions IDRC is making towards Canada's maternal child ... OECD's Development Co-Operation Report highlights critical role of data to ...
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Research opportunities in simulation-based medical education using deliberate practice.
McGaghie, William C
2008-11-01
There are many opportunities for the academic emergency medicine (EM) community to engage in simulation-based educational research using deliberate practice (DP). This article begins by defining and giving examples of two key concepts: deliberate practice and mastery learning. The article proceeds to report six lessons learned from a research legacy in simulation-based medical education (SBME). It concludes by listing and amplifying 10 DP research opportunities in academic EM. A coda states that the research agenda is rich and ambitious and should focus on the goal of educating superb, expert clinicians.
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Energy Technology Data Exchange (ETDEWEB)
Baba, N [Osaka Kyoiku University, Osaka (Japan)
1992-12-10
This paper explains history and classification of gaming simulations briefly, and then introduces some instances actually applied to education and training. First, an environmental game by personal computer network gaming system is introduced, which was recently developed. Each player is required to decide on his own investment for products and environmental protection in consideration of the present state of the environment and the managerial situation of his company. If his decision making is not correct, he fails to continue his management due to the aggravation of the environment. In addition, a gaming simulation for the acid rain problem is described, which is being developed in the same way of thinking. Second, an instance of an educational gaming called Sweden Game is introduced, where students learning the mathematical programming carried out the simulation of a pipe-line plan covering six regions of Sweden. Finally, the state of training is explained, in which several kinds of management games are utilized to bring up mainstay leaders in business organizations. 15 refs., 5 figs., 1 tab.
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Shaw-Battista, Jenna; Belew, Cynthia; Anderson, Deborah; van Schaik, Sandrijn
2015-01-01
This article describes childbirth simulation design and implementation within the nurse-midwifery education program at the University of California, San Francisco. Nurse-midwife and obstetrician faculty coordinators were supported by faculty from multiple professions and specialties in curriculum review and simulation development and implementation. The primary goal of the resulting technology-enhanced simulations of normal physiologic birth and obstetric emergencies was to assist learners' development of interprofessional competencies related to communication, teamwork, and patient-centered care. Trainees included nurse-midwifery students; residents in obstetrics, pediatrics, and family medicine; medical students; and advanced practice nursing students in pediatrics. The diversity of participant types and learning levels provided benefits and presented challenges to effective scenario-based simulation design among numerous other theoretical and logistical considerations. This project revealed practical solutions informed by emerging health sciences and education research literature, faculty experience, and formal course evaluations by learners. Best practices in simulation development and implementation were incorporated, including curriculum revision grounded in needs assessment, case- and event-based clinical scenarios, optimization of fidelity, and ample time for participant debriefing. Adequate preparation and attention to detail increased the immersive experience and benefits of simulation. Suggestions for fidelity enhancement are provided with examples of simulation scenarios, a timeline for preparations, and discussion topics to facilitate meaningful learning by maternity and newborn care providers and trainees in clinical and academic settings. Pre- and postsimulation measurements of knowledge, skills, and attitudes are ongoing and not reported. This article is part of a special series of articles that address midwifery innovations in clinical practice
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Adaptive Core Simulation Employing Discrete Inverse Theory - Part II: Numerical Experiments
International Nuclear Information System (INIS)
Abdel-Khalik, Hany S.; Turinsky, Paul J.
2005-01-01
Use of adaptive simulation is intended to improve the fidelity and robustness of important core attribute predictions such as core power distribution, thermal margins, and core reactivity. Adaptive simulation utilizes a selected set of past and current reactor measurements of reactor observables, i.e., in-core instrumentation readings, to adapt the simulation in a meaningful way. The companion paper, ''Adaptive Core Simulation Employing Discrete Inverse Theory - Part I: Theory,'' describes in detail the theoretical background of the proposed adaptive techniques. This paper, Part II, demonstrates several computational experiments conducted to assess the fidelity and robustness of the proposed techniques. The intent is to check the ability of the adapted core simulator model to predict future core observables that are not included in the adaption or core observables that are recorded at core conditions that differ from those at which adaption is completed. Also, this paper demonstrates successful utilization of an efficient sensitivity analysis approach to calculate the sensitivity information required to perform the adaption for millions of input core parameters. Finally, this paper illustrates a useful application for adaptive simulation - reducing the inconsistencies between two different core simulator code systems, where the multitudes of input data to one code are adjusted to enhance the agreement between both codes for important core attributes, i.e., core reactivity and power distribution. Also demonstrated is the robustness of such an application
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Simulation-based assessments in health professional education: a systematic review
Directory of Open Access Journals (Sweden)
Ryall T
2016-02-01
Full Text Available Tayne Ryall,1 Belinda K Judd,2,3 Christopher J Gordon3 1Physiotherapy Department, Canberra Hospital, ACT Health, Canberra, ACT, 2Faculty of Health Sciences, 3Sydney Nursing School, The University of Sydney, Sydney, NSW, Australia Introduction: The use of simulation in health professional education has increased rapidly over the past 2 decades. While simulation has predominantly been used to train health professionals and students for a variety of clinically related situations, there is an increasing trend to use simulation as an assessment tool, especially for the development of technical-based skills required during clinical practice. However, there is a lack of evidence about the effectiveness of using simulation for the assessment of competency. Therefore, the aim of this systematic review was to examine simulation as an assessment tool of technical skills across health professional education.Methods: A systematic review of Cumulative Index to Nursing and Allied Health Literature (CINAHL, Education Resources Information Center (ERIC, Medical Literature Analysis and Retrieval System Online (Medline, and Web of Science databases was used to identify research studies published in English between 2000 and 2015 reporting on measures of validity, reliability, or feasibility of simulation as an assessment tool. The McMasters Critical Review for quantitative studies was used to determine methodological value on all full-text reviewed articles. Simulation techniques using human patient simulators, standardized patients, task trainers, and virtual reality were included.Results: A total of 1,064 articles were identified using search criteria, and 67 full-text articles were screened for eligibility. Twenty-one articles were included in the final review. The findings indicated that simulation was more robust when used as an assessment in combination with other assessment tools and when more than one simulation scenario was used. Limitations of the
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IMPROVING MEDICAL EDUCATION: SIMULATING CHANGES IN PATIENT ANATOMY USING DYNAMIC HAPTIC FEEDBACK
Yovanoff, Mary; Pepley, David; Mirkin, Katelin; Moore, Jason; Han, David; Miller, Scarlett
2016-01-01
Virtual simulation is an emerging field in medical education. Research suggests that simulation reduces complication rates and improves learning gains for medical residents. One benefit of simulators is their allowance for more realistic and dynamic patient anatomies. While potentially useful throughout medical education, few studies have explored the impact of dynamic haptic simulators on medical training. In light of this research void, this study was developed to examine how a Dynamic-Hapt...
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Simulation Training at a Medical Institute: An integral Part of the Educational Process
Directory of Open Access Journals (Sweden)
P. V. Ligatyuk
2015-01-01
Full Text Available Objective: to master and practically execute cardiopulmonary resuscitation (CPR procedural techniques, to acquire skills to use state-of-art equipment, and to teach work in the team. Subjects and methods. Forty-six interns and residents took a simulation course of training in basic CPR and automatic external defibrillation. Three-four days before the course, its participants received the certified translation of the European Resuscitation Council (ERC information material and studied it. The course education program encompasses lectures, lessons on a medical care algorithm in sudden cardiac arrest, and practical works using models, including chest compression, ventilation, and automatic external defibrillator (AED training. The duration of the course is 6—7 hours. Results. All the interns and residents were motivated to learn: to acquire first aid skills to manage sudden cardiac arrest. The ERC algorithm and a 4-stepped model to have practical skills were used. The taken course met expectations in 100% of the participants; all the interns and residents adequately acquired practical CPR skills and successfully completed their training. A questionnaire survey at the end of the course showed the high efficiency of the course. The training enhanced motivation in 29 interns and residents; they obtained an ERC provider degree; 10 interns and residents continue to take a course of training as an ERC instructor.
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"The Balancing Act"--Irish Part-Time Undergraduate Students in Higher Education
Darmody, Merike; Fleming, Bairbre
2009-01-01
While the numbers of part-time students has increased in higher education in Ireland, little is known about these students or about how they balance their study and other commitments. Drawing on a larger study on Irish students' experiences in higher education, this article attempts to address this gap in research and reports on Irish part-time…
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Experiences on dynamic simulation software in chemical engineering education
DEFF Research Database (Denmark)
Komulainen, Tiina M.; Enemark-rasmussen, Rasmus; Sin, Gürkan
2012-01-01
Commercial process simulators are increasing interest in the chemical engineer education. In this paper, the use of commercial dynamic simulation software, D-SPICE® and K-Spice®, for three different chemical engineering courses is described and discussed. The courses cover the following topics...
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Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L
2003-07-01
When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.
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Lin, Yiqun; Cheng, Adam; Hecker, Kent; Grant, Vincent; Currie, Gillian R
2018-02-01
Simulation-based medical education (SBME) is now ubiquitous at all levels of medical training. Given the substantial resources needed for SBME, economic evaluation of simulation-based programmes or curricula is required to demonstrate whether improvement in trainee performance (knowledge, skills and attitudes) and health outcomes justifies the cost of investment. Current literature evaluating SBME fails to provide consistent and interpretable information on the relative costs and benefits of alternatives. Economic evaluation is widely applied in health care, but is relatively scarce in medical education. Therefore, in this paper, using a focus on SBME, we define economic evaluation, describe the key components, and discuss the challenges associated with conducting an economic evaluation of medical education interventions. As a way forward to the rigorous and state of the art application of economic evaluation in medical education, we outline the steps to gather the necessary information to conduct an economic evaluation of simulation-based education programmes and curricula, and describe the main approaches to conducting an economic evaluation. A properly conducted economic evaluation can help stakeholders (i.e., programme directors, policy makers and curriculum designers) to determine the optimal use of resources in selecting the modality or method of assessment in simulation. It also helps inform broader decision making about allocation of scarce resources within an educational programme, as well as between education and clinical care. Economic evaluation in medical education research is still in its infancy, and there is significant potential for state-of-the-art application of these methods in this area. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
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Simulation-based education for transfusion medicine.
Morgan, Shanna; Rioux-Masse, Benjamin; Oancea, Cristina; Cohn, Claudia; Harmon, James; Konia, Mojca
2015-04-01
The administration of blood products is frequently determined by physicians without subspecialty training in transfusion medicine (TM). Education in TM is necessary for appropriate utilization of resources and maintaining patient safety. Our institution developed an efficient simulation-based TM course with the goal of identifying key topics that could be individualized to learners of all levels in various environments while also allowing for practice in an environment where the patient is not placed at risk. A 2.5-hour simulation-based educational activity was designed and taught to undergraduate medical students rotating through anesthesiology and TM elective rotations and to all Clinical Anesthesia Year 1 (CA-1) residents. Content and process evaluation of the activity consisted of multiple-choice tests and course evaluations. Seventy medical students and seven CA-1 residents were enrolled in the course. There was no significant difference on pretest results between medical students and CA-1 residents. The posttest results for both medical students and CA-1 residents were significantly higher than pretest results. The results of the posttest between medical students and CA-1 residents were not significantly different. The TM knowledge gap is not a trivial problem as transfusion of blood products is associated with significant risks. Innovative educational techniques are needed to address the ongoing challenges with knowledge acquisition and retention in already full curricula. Our institution developed a feasible and effective way to integrate TM into the curriculum. Educational activities, such as this, might be a way to improve the safety of transfusions. © 2014 AABB.
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Riley, Bernadette
2015-08-01
Simulation-based medical education can provide medical training in a nonjudgmental, patient-safe, and effective environment. Although simulation has been a relatively new addition to medical education, the aeronautical, judicial, and military fields have used simulation training for hundreds of years, with positive outcomes. Simulation-based medical education can be used in a variety of settings, such as hospitals, outpatient clinics, medical schools, and simulation training centers. As the author describes in the present article, residencies currently accredited by the American Osteopathic Association can use a simulation-based medical education curriculum to meet training requirements of the 6 competencies identified by the Accreditation Council for Graduate Medical Education. The author also provides specific guidance on providing training and assessment in the professionalism competency.
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Turban, Joseph W; Peters, Deborah P; Berg, Benjamin W
2010-02-01
Resuscitation from cardiac arrhythmia, requiring cardioversion/defibrillation is a common simulation training scenario. Use of live defibrillation enhances simulation fidelity but is not without risk. This survey was conducted to describe the prevalence of live defibrillation use during training scenarios in healthcare simulation centers, and when used, if safety training was required before using live defibrillation. A convenience sample of attendees at the 7th annual International Meeting on Simulation in Healthcare (January 2007) was surveyed using a closed-ended 23-item survey instrument. Survey domains included responder and simulation center demographics, simulation center defibrillation safety policies, and attitudes toward defibrillation practices in simulation training environments. Fifty-seven individuals representing 39 simulation centers returned surveys, 29 of which were in the United States. Live defibrillation was used in 35 of the 39 centers (90%). A defibrillation safety training policy was in effect at 14 of 39 centers (36%). Formal training before using live defibrillation was considered necessary by 48 of 55 responders (87%). Forty-eight of 54 responders (89%) strongly agreed or agreed with the statement, "I feel using live defibrillation plays an important role in simulation-based education." Although most responders consider use of live defibrillation important and believe formal defibrillator safety training should be conducted before use, only about one third of the centers had a training policy in effect. It remains to be determined whether safety training before the use of live defibrillation during simulation-based education increases user safety.
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Comparison of Analysis, Simulation, and Measurement of Wire-to-Wire Crosstalk. Part 1
Bradley, Arthur T.; Yavoich, Brian James; Hodson, Shame M.; Godley, Richard Franklin
2010-01-01
In this investigation, we compare crosstalk analysis, simulation, and measurement results for electrically short configurations. Methods include hand calculations, PSPICE simulations, Microstripes transient field solver, and empirical measurement. In total, four representative physical configurations are examined, including a single wire over a ground plane, a twisted pair over a ground plane, generator plus receptor wires inside a cylindrical conduit, and a single receptor wire inside a cylindrical conduit. Part 1 addresses the first two cases, and Part 2 addresses the final two. Agreement between the analysis, simulation, and test data is shown to be very good.
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Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study.
McKenna, Kim D; Carhart, Elliot; Bercher, Daniel; Spain, Andrew; Todaro, John; Freel, Joann
2015-01-01
The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders' efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt
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IMPROVING MEDICAL EDUCATION: SIMULATING CHANGES IN PATIENT ANATOMY USING DYNAMIC HAPTIC FEEDBACK.
Yovanoff, Mary; Pepley, David; Mirkin, Katelin; Moore, Jason; Han, David; Miller, Scarlett
2016-09-01
Virtual simulation is an emerging field in medical education. Research suggests that simulation reduces complication rates and improves learning gains for medical residents. One benefit of simulators is their allowance for more realistic and dynamic patient anatomies. While potentially useful throughout medical education, few studies have explored the impact of dynamic haptic simulators on medical training. In light of this research void, this study was developed to examine how a Dynamic-Haptic Robotic Trainer (DHRT) impacts medical student self-efficacy and skill gains compared to traditional simulators developed to train students in Internal Jugular Central Venous Catheter (IJ CVC) placement. The study was conducted with 18 third year medical students with no prior CVC insertion experience who underwent a pre-test, simulator training (manikin, robotic, or mixed) and post-test. The results revealed the DHRT as a useful method for training CVC skills and supports further research on dynamic haptic trainers in medical education.
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Team play in surgical education: a simulation-based study.
Marr, Mollie; Hemmert, Keith; Nguyen, Andrew H; Combs, Ronnie; Annamalai, Alagappan; Miller, George; Pachter, H Leon; Turner, James; Rifkind, Kenneth; Cohen, Steven M
2012-01-01
Simulation-based training provides a low-stress learning environment where real-life emergencies can be practiced. Simulation can improve surgical education and patient care in crisis situations through a team approach emphasizing interpersonal and communication skills. This study assessed the effects of simulation-based training in the context of trauma resuscitation in teams of trainees. In a New York State-certified level I trauma center, trauma alerts were assessed by a standardized video review process. Simulation training was provided in various trauma situations followed by a debriefing period. The outcomes measured included the number of healthcare workers involved in the resuscitation, the percentage of healthcare workers in role position, time to intubation, time to intubation from paralysis, time to obtain first imaging study, time to leave trauma bay for computed tomography scan or the operating room, presence of team leader, and presence of spinal stabilization. Thirty cases were video analyzed presimulation and postsimulation training. The two data sets were compared via a 1-sided t test for significance (p role positions increased from 57.8% to 83.6% (p = 0.46). The time to intubation from paralysis decreased from 3.9 to 2.8 minutes (p team leader increased from 64% to 90% (p team interaction and educational competencies. Providing simulation training as a tool for surgical education may enhance patient care. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
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Virtual Gaming Simulation in Nursing Education: A Focus Group Study.
Verkuyl, Margaret; Hughes, Michelle; Tsui, Joyce; Betts, Lorraine; St-Amant, Oona; Lapum, Jennifer L
2017-05-01
The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.]. Copyright 2017, SLACK Incorporated.
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Pressurized water reactor simulator. Workshop material. 2. ed
International Nuclear Information System (INIS)
2005-01-01
The International Atomic Energy Agency (IAEA) has established an activity in nuclear reactor simulation computer programs to assist its Member States in education. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the development and distribution of simulation programs and educational material and sponsors courses and workshops. The workshops are in two parts: techniques and tools for reactor simulator development. And the use of reactor simulators in education. Workshop material for the first part is covered in the IAEA Training Course Series No. 12, 'Reactor Simulator Development' (2001). Course material for workshops using a WWER- 1000 reactor department simulator from the Moscow Engineering and Physics Institute, the Russian Federation is presented in the IAEA Training Course Series No. 21, 2nd edition, 'WWER-1000 Reactor Simulator' (2005). Course material for workshops using a boiling water reactor simulator developed for the IAEA by Cassiopeia Technologies Incorporated of Canada (CTI) is presented in the IAEA publication: Training Course Series No.23, 2nd edition, 'Boiling Water Reactor Simulator' (2005). This report consists of course material for workshops using a pressurized water reactor simulator
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Impact of Simulation Based Education on Biology Student's Academic Achievement in DNA Replication
Reddy, M. Vijaya Bhaskara; Mint, Phyu Phyu
2017-01-01
The aim of this study is to determine the effect of simulation methods in teaching Science on education students' academic achievement. 70 students (35 control, 35 experimental) who studied at Srinivasa College of education, SV University in the Department of Education. 2015-2016 academic year students were participated in this simulation based…
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A critical review of simulation-based medical education research: 2003-2009.
McGaghie, William C; Issenberg, S Barry; Petrusa, Emil R; Scalese, Ross J
2010-01-01
This article reviews and critically evaluates historical and contemporary research on simulation-based medical education (SBME). It also presents and discusses 12 features and best practices of SBME that teachers should know in order to use medical simulation technology to maximum educational benefit. This qualitative synthesis of SBME research and scholarship was carried out in two stages. Firstly, we summarised the results of three SBME research reviews covering the years 1969-2003. Secondly, we performed a selective, critical review of SBME research and scholarship published during 2003-2009. The historical and contemporary research synthesis is reported to inform the medical education community about 12 features and best practices of SBME: (i) feedback; (ii) deliberate practice; (iii) curriculum integration; (iv) outcome measurement; (v) simulation fidelity; (vi) skill acquisition and maintenance; (vii) mastery learning; (viii) transfer to practice; (ix) team training; (x) high-stakes testing; (xi) instructor training, and (xii) educational and professional context. Each of these is discussed in the light of available evidence. The scientific quality of contemporary SBME research is much improved compared with the historical record. Development of and research into SBME have grown and matured over the past 40 years on substantive and methodological grounds. We believe the impact and educational utility of SBME are likely to increase in the future. More thematic programmes of research are needed. Simulation-based medical education is a complex service intervention that needs to be planned and practised with attention to organisational contexts.
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Primary Education in Pakistan. Part IV. Annexes to the Analysis.
Development Associates, Inc., Arlington, VA.
The fourth part of a four-part analysis and assessment of Pakistan's system of primary education presents annexes to the analysis that was reported in the second part of the overall report. Five annexes are included: (A) Acronyms; (B) Scope of Work; (C) Persons Interviewed; (D) Chapter Annexes; and (E) Bibliography. A number of charts and diagrams…
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Thinking in nursing education. Part II. A teacher's experience.
Ironside, P M
1999-01-01
Across academia, educators are investigating teaching strategies that facilitate students' abilities to think critically. Because may these strategies require low teacher-student ratios or sustained involvement over time, efforts to implement them are often constrained by diminishing resources for education, faculty reductions, and increasing number of part-time teachers and students. In nursing, the challenges of teaching and learning critical thinking are compounded by the demands of providing care to patients with increasingly acute and complex problems in a wide variety of settings. To meet these challenges, nurse teachers have commonly used a variety of strategies to teach critical thinking (1). For instance, they often provide students with case studies or simulated clinical situations in classroom and laboratory settings (2). At other times, students are taught a process of critical thinking and given structured clinical assignments, such as care plans or care maps, where they apply this process in anticipating the care a particular patient will require. Accompanying students onto clinical units, teachers typically evaluate critical thinking ability by reviewing a student's preparation prior to the experience and discussing it with the student during the course of the experience. The rationales students provide for particular nursing interventions are taken as evidence of their critical thinking ability. While this approach is commonly thought to be effective, the evolving health care system has placed increased emphasis on community nursing (3,4), where it is often difficult to prespecify learning experiences or to anticipate patient care needs. In addition, teachers are often not able to accompany each student to the clinical site. Thus, the traditional strategies for teaching and learning critical thinking common to hospital-based clinical courses are being challenged, transformed, and extended (5). Part II of this article describes findings that suggest
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Towards a personalised virtual diabetic patient simulator
Maas, A.H.; Tani, G.; Pul, van C.; Beijerinck, H.C.W.; Cottaar, E.J.E.; Haak, H.R.; Riel, van N.A.W.
2012-01-01
The development of a diabetes simulator, an educational software tool which can help diabetic patients to better manage their disease, is described. Education of patients with diabetes mellitus is a fundamental part of diabetes care. One of the goals of diabetes education is to support the patients
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Serious Games and Simulation as Tools for Education
Directory of Open Access Journals (Sweden)
Luca Mori
2012-06-01
Full Text Available The increasing adoption of computer-based “serious games” as digital tools for education requires to address the question about the role of simulation in teaching and learning process. Whereas many recent studies have stressed the benefits of digital games in a variety of learning contexts, this paper approaches the problem of misuse and limitations of computer-based simulations, and argues that we still need to understand when a digital serious game is actually better than other non-computer-based simulation experiences. Considering that the distinction between the two types of simulation does not mean that they are incompatible, the final question that I address regards the best ways to correlate computer-based and non-computer-based simulation techniques.
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Distributed Repositories for Educational Content - Part 2: Technology
Directory of Open Access Journals (Sweden)
Christian Lukaschik
2011-07-01
Full Text Available In Part 1 of this article we discussed the need for information quality and the systematic management of learning materials and learning arrangements. Digital repositories, often called Learning Object Repositories (LOR, were introduced as a promising answer to this challenge. We also derived technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. This second part presents technical solutions that particularly address the demands of open education movements, which aspire to a global reuse and sharing culture. From this viewpoint, we develop core requirements for scalable network architectures for educational content management. We then present edu-sharing, an advanced example of a network of homogeneous repositories for learning resources, and discuss related technology. We conclude with an outlook in terms of emerging developments towards open and networked system architectures in e-learning.
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Experiential Learning in Vehicle Dynamics Education via Motion Simulation and Interactive Gaming
Directory of Open Access Journals (Sweden)
Kevin Hulme
2009-01-01
Full Text Available Creating active, student-centered learning situations in postsecondary education is an ongoing challenge for engineering educators. Contemporary students familiar with visually engaging and fast-paced games can find traditional classroom methods of lecture and guided laboratory experiments limiting. This paper presents a methodology that incorporates driving simulation, motion simulation, and educational practices into an engaging, gaming-inspired simulation framework for a vehicle dynamics curriculum. The approach is designed to promote active student participation in authentic engineering experiences that enhance learning about road vehicle dynamics. The paper presents the student use of physical simulation and large-scale visualization to discover the impact that design decisions have on vehicle design using a gaming interface. The approach is evaluated using two experiments incorporated into a sequence of two upper level mechanical engineering courses.
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Part-Time Higher Education in English Colleges: Adult Identities in Diminishing Spaces
Esmond, Bill
2015-01-01
Adult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach…
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Primary Connections: Simulating the Classroom in Initial Teacher Education
Hume, Anne Christine
2012-01-01
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…
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Towards socio-material approaches in simulation-based education: lessons from complexity theory.
Fenwick, Tara; Dahlgren, Madeleine Abrandt
2015-04-01
Review studies of simulation-based education (SBE) consistently point out that theory-driven research is lacking. The literature to date is dominated by discourses of fidelity and authenticity - creating the 'real' - with a strong focus on the developing of clinical procedural skills. Little of this writing incorporates the theory and research proliferating in professional studies more broadly, which show how professional learning is embodied, relational and situated in social - material relations. A key concern for medical educators concerns how to better prepare students for the unpredictable and dynamic ambiguity of professional practice; this has stimulated the movement towards socio-material theories in education that address precisely this question. Among the various socio-material theories that are informing new developments in professional education, complexity theory has been of particular importance for medical educators interested in updating current practices. This paper outlines key elements of complexity theory, illustrated with examples from empirical study, to argue its particular relevance for improving SBE. Complexity theory can make visible important material dynamics, and their problematic consequences, that are not often noticed in simulated experiences in medical training. It also offers conceptual tools that can be put to practical use. This paper focuses on concepts of emergence, attunement, disturbance and experimentation. These suggest useful new approaches for designing simulated settings and scenarios, and for effective pedagogies before, during and following simulation sessions. Socio-material approaches such as complexity theory are spreading through research and practice in many aspects of professional education across disciplines. Here, we argue for the transformative potential of complexity theory in medical education using simulation as our focus. Complexity tools open questions about the socio-material contradictions inherent in
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Simulation Games: The Future of Water Resources Education and Management?
Castilla Rho, J. C.; Mariethoz, G.; Rojas, R. F.; Andersen, M. S.; Kelly, B. F.; Holley, C.
2014-12-01
Scientists rely on models of the water cycle to describe and predict problems of water scarcity in a changing climate, and to suggest adaptation strategies for securing future water needs. Yet these models are too often complicated for managers, the general public and for students to understand. Simpler modelling environments will help with finding solutions by engaging a broader segment of the population. Such environments will enable education at the earliest stages and collective action. I propose that simulation games can be an effective communication platform between scientists and 'non-experts' and that such games will shed light on problems of pollution and overuse of water resources. In the same way as pilots use flight simulators to become proficient at flying aircraft, simulation games—if underpinned by good science—can be used to educate the public, students and managers about how to best manage our water resources. I aim to motivate young scientists to think about using games to advance water education and management.
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Boiling water reactor simulator. Workshop material
International Nuclear Information System (INIS)
2003-01-01
The International Atomic Energy Agency (IAEA) has established an activity in nuclear reactor simulation computer programs to assist its Member States in education. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the development and distribution of simulation programs and workshop material and sponsors workshops. The workshops are in two parts: techniques and tools for reactor simulator development; and the use of reactor simulators in education. Workshop material for the first part is covered in the IAEA publication: Training Course Series No. 12, 'Reactor Simulator Development' (2001). Course material for workshops using a WWER- 1000 simulator from the Moscow Engineering and Physics Institute, Russian Federation is presented in the IAEA publication: Training Course Series No. 21 'WWER-1000 Reactor Simulator' (2002). Course material for workshops using a pressurized water reactor (PWR) simulator developed by Cassiopeia Technologies Incorporated, Canada, is presented in the IAEA publication: Training Course Series No. 22 'Pressurized Water Reactor Simulator' (2003). This report consists of course material for workshops using a boiling water reactor (BWR) simulator. Cassiopeia Technologies Incorporated, developed the simulator and prepared this report for the IAEA
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Murphy, Judy I; Nimmagadda, Jayashree
2015-05-01
Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.
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Education in Parts of the British Empire. Bulletin, 1919, No. 49
Bureau of Education, Department of the Interior, 1919
1919-01-01
This bulletin on education in parts of the British Empire is presented in seven sections. The first section (by Walter A. Montgomery) describes educational developments in the Dominion of Canada and contains the following: (1) General educational activities; (2) The language issue; (3) Agricultural instruction; (4) Vocational work for returned…
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Simulation modelling: educational development roles for learning technologists
Directory of Open Access Journals (Sweden)
David Riley
2002-12-01
Full Text Available Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System. Since those early days, it seems that simulation modelling has drifted into a learning technology backwater to become a member of Laurillard's underutilized, 'adaptive and productive' media. Referring to her Conversational Framework, Laurillard constructs a pedagogic case for modelling as a productive student activity but provides few references to current practice and available resources. This paper seeks to complement her account by highlighting the pioneering initiatives of the Computers in the Curriculum Project and more recent developments in systems modelling within geographic and business education. The latter include improvements to system dynamics modelling programs such as STELLA®, the publication of introductory textbooks, and the emergence of online resources. The paper indicates several ways in which modelling activities may be approached and identifies some educational development roles for learning technologists. The paper concludes by advocating simulation modelling as an exemplary use of learning technologies - one that realizes their creative-transformative potential.
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Innovative teaching methods in the professional training of nurses – simulation education
Directory of Open Access Journals (Sweden)
Michaela Miertová
2013-12-01
Full Text Available Introduction: The article is aimed to highlight usage of innovative teaching methods within simulation education in the professional training of nurses abroad and to present our experience based on passing intensive study programme at School of Nursing, Midwifery and Social Work, University of Salford (United Kingdom, UK within Intensive EU Lifelong Learning Programme (LPP Erasmus EU RADAR 2013. Methods: Implementation of simulation methods such as role-play, case studies, simulation scenarios, practical workshops and clinical skills workstation within structured ABCDE approach (AIM© Assessment and Management Tool was aimed to promote the development of theoretical knowledge and skills to recognize and manage acutely deteriorated patients. Structured SBAR approach (Acute SBAR Communication Tool was used for the training of communication and information sharing among the members of multidisciplinary health care team. OSCE approach (Objective Structured Clinical Examination was used for student’s individual formative assessment. Results: Simulation education is proved to have lots of benefits in the professional training of nurses. It is held in safe, controlled and realistic conditions (in simulation laboratories reflecting real hospital and community care environment with no risk of harming real patients accompanied by debriefing, discussion and analysis of all activities students have performed within simulated scenario. Such learning environment is supportive, challenging, constructive, motivated, engaging, skilled, flexible, inspiring and respectful. Thus the simulation education is effective, interactive, interesting, efficient and modern way of nursing education. Conclusion: Critical thinking and clinical competences of nurses are crucial for early recognition and appropriate response to acute deterioration of patient’s condition. These competences are important to ensure the provision of high quality nursing care. Methods of
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Arbex, D F; Jappur, R; Selig, P; Varvakis, G
2012-01-01
This article addresses the ergonomic criteria that guide the construction of an educational game called Environmental Simulator. The focus is on environment navigation considering aspects of content architecture and its esthetics functionality.
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Shannon, Robin Adair; Yonkaitis, Catherine Falusi
2017-07-01
This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.
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Directory of Open Access Journals (Sweden)
Z Kalani
2016-07-01
Full Text Available Introduction: In clinical education, it is essential to prevent patients from injuries by using the new educational approaches. Therefore, the students must be ready before involving in any procedures. This study aimed to determine the effect of education in simulated environment and instructional videos on the skills of the episiotomy among midwifery students. Methods: In this interventional study, at the beginning of the sixth term, all of the midwifery students, 30 students, were divided randomly into 3 groups. The education was taken place in simulated environment and using educational films without intervention. The training was performed on training mannequin. The film was prepared from this training and presented to each of the students in film group. A practical test done and the results recorded in check list. The data were analyzed by SPSS software. Results: The mean scores of students in performing an episiotomy based on all of the cases in 3 groups was statistically significant difference (p<0.001. But in comparing 3 groups of two, it was not found any statistically significant difference in all cases between the educational groups in simulated environment and educational film (p=0.975. Overall skill level of students on the basis of all the cases in the group without interference was lower than the other two groups. Conclusion: The educational film, which was designed, based on the scientific principles can be effective in gaining skills as a self-taught. Therefore, using the mentioned methods is recommended in clinical education planning.
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Welsher, Arthur; Rojas, David; Khan, Zain; VanderBeek, Laura; Kapralos, Bill; Grierson, Lawrence E M
2018-02-01
Research has revealed that individuals can improve technical skill performance by viewing demonstrations modeled by either expert or novice performers. These findings support the development of video-based observational practice communities that augment simulation-based skill education and connect geographically distributed learners. This study explores the experimental replicability of the observational learning effect when demonstrations are sampled from a community of distributed learners and serves as a context for understanding learner experiences within this type of training protocol. Participants from 3 distributed medical campuses engaged in a simulation-based learning study of the elliptical excision in which they completed a video-recorded performance before being assigned to 1 of 3 groups for a 2-week observational practice intervention. One group observed expert demonstrations, another observed novice demonstrations, and the third observed a combination of both. Participants returned for posttesting immediately and 1 month after the intervention. Participants also engaged in interviews regarding their perceptions of the usability and relevance of video-based observational practice to clinical education. Checklist (P simulation-based skill learning in a group of geographically distributed trainees. These findings support the use of Internet-mediated observational learning communities in distributed and simulation-based medical education contexts.
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Virtual Simulations: A Creative, Evidence-Based Approach to Develop and Educate Nurses.
Leibold, Nancyruth; Schwarz, Laura
2017-02-01
The use of virtual simulations in nursing is an innovative strategy that is increasing in application. There are several terms related to virtual simulation; although some are used interchangeably, the meanings are not the same. This article presents examples of virtual simulation, virtual worlds, and virtual patients in continuing education, staff development, and academic nursing education. Virtual simulations in nursing use technology to provide safe, as realistic as possible clinical practice for nurses and nursing students. Virtual simulations are useful for learning new skills; practicing a skill that puts content, high-order thinking, and psychomotor elements together; skill competency learning; and assessment for low-volume, high-risk skills. The purpose of this article is to describe the related terms, examples, uses, theoretical frameworks, challenges, and evidence related to virtual simulations in nursing.
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IAEA activities in nuclear reactor simulation for educational purposes
International Nuclear Information System (INIS)
Badulescu, A.; Lyon, R.
2001-01-01
The International Atomic Energy Agency (IAEA) has established a programme in nuclear reactor simulation computer programs to assist its Member States in education and training. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the supply or development of simulation programs and training material, sponsors training courses and workshops, and distributes documentation and computer programs. Currently, the IAEA has simulation programs available for distribution that simulate the behaviour of BWR, PWR and HWR reactor types. (authors)
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Deering, Shad; Sawyer, Taylor; Mikita, Jeffrey; Maurer, Douglas; Roth, Bernard J
2012-07-01
In this report, we describe the organizational framework, operations and current status of the Central Simulation Committee (CSC). The CSC was established in 2007 with the goals of standardizing simulation-based training in Army graduate medical education programs, assisting in redeployment training of physicians returning from war, and improving patient safety within the Army Medical Department. Presently, the CSC oversees 10 Simulation Centers, controls over 21,000 sq ft of simulation center space, and provides specialty-specific training in 14 medical specialties. In the past 2 years, CSC Simulation Centers have trained over 50,000 Army medical students, residents, physician assistants, nurses, Soldiers and DoD civilian medical personnel. We hope this report provides simulation educators within the military, and our civilian simulation colleagues, with insight into the workings of our organization and provides an example of centralized support and oversight of simulation-based medical education.
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Felton, Anne; Wright, Nicola
2017-09-01
Simulation is an important learning approach for the development of skills for healthcare practice. However, it remains under used in the education of mental health practitioners. This article examines the development, implementation and evaluation of a simulated learning experience for final year undergraduate BSc mental health nursing students in the UK. Scenarios involving managing care in an acute in patient ward and community older persons' team were designed to enable students to develop their complex decision making skills. An evaluation of the simulation experience was undertaken. This was informed by the principles of improvement science methodology and data was collected from the student participants using questionnaires. The findings indicated that simulation provided a realistic environment in which students were able to develop skills and manage clinical situations autonomously without fear of being assessed or making mistakes. Reflecting Dieckmann et al.'s (2007) position that simulation is a social situation in itself, the learning approach enabled mental health students to both experience the safety of the Higher Education setting and also the reality of clinical practice. Simulation may therefore provide an important tool to prepare students for the responsibilities of a qualified nurse. Copyright © 2017. Published by Elsevier Ltd.
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Numerical simulation of thermal loading produced by shaped high power laser onto engine parts
International Nuclear Information System (INIS)
Song Hongwei; Li Shaoxia; Zhang Ling; Yu Gang; Zhou Liang; Tan Jiansong
2010-01-01
Recently a new method for simulating the thermal loading on pistons of diesel engines was reported. The spatially shaped high power laser is employed as the heat source, and some preliminary experimental and numerical work was carried out. In this paper, a further effort was made to extend this simulation method to some other important engine parts such as cylinder heads. The incident Gaussian beam was transformed into concentric multi-circular patterns of specific intensity distributions, with the aid of diffractive optical elements (DOEs). By incorporating the appropriate repetitive laser pulses, the designed transient temperature fields and thermal loadings in the engine parts could be simulated. Thermal-structural numerical models for pistons and cylinder heads were built to predict the transient temperature and thermal stress. The models were also employed to find the optimal intensity distributions of the transformed laser beam that could produce the target transient temperature fields. Comparison of experimental and numerical results demonstrated that this systematic approach is effective in simulating the thermal loading on the engine parts.
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Zapko, Karen A; Ferranto, Mary Lou Gemma; Blasiman, Rachael; Shelestak, Debra
2018-01-01
The National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools. The aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation. This study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors. The setting for the study was a regional campus of a large Midwestern Research 2 university. The convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program. The Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale. Results provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning. Serial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When
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Computer-Based Simulation Games in Public Administration Education
Directory of Open Access Journals (Sweden)
Kutergina Evgeniia
2017-12-01
Full Text Available Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1 developing three computer-based simulation games about allocating public finances, (2 testing the games in the learning process, and (3 conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2. Students in the HSE experimental group had 27.5 % better
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Develaki, Maria
2017-11-01
Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students' model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities.
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Simulation-Based Training for Thoracoscopy
DEFF Research Database (Denmark)
Bjurström, Johanna Margareta; Konge, Lars; Lehnert, Per
2013-01-01
An increasing proportion of thoracic procedures are performed using video-assisted thoracic surgery. This minimally invasive technique places special demands on the surgeons. Using simulation-based training on artificial models or animals has been proposed to overcome the initial part of the lear......An increasing proportion of thoracic procedures are performed using video-assisted thoracic surgery. This minimally invasive technique places special demands on the surgeons. Using simulation-based training on artificial models or animals has been proposed to overcome the initial part...... of the learning curve. This study aimed to investigate the effect of simulation-based training and to compare self-guided and educator-guided training....
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Saber, Deborah A; Strout, Kelley; Caruso, Lisa Swanson; Ingwell-Spolan, Charlene; Koplovsky, Aiden
2017-10-01
Many natural and man-made disasters require the assistance from teams of health care professionals. Knowing that continuing education about disaster simulation training is essential to nursing students, nurses, and emergency first responders (e.g., emergency medical technicians, firefighters, police officers), a university in the northeastern United States planned and implemented an interprofessional mass casualty incident (MCI) disaster simulation using the Project Management Body of Knowledge (PMBOK) management framework. The school of nursing and University Volunteer Ambulance Corps (UVAC) worked together to simulate a bus crash with disaster victim actors to provide continued education for community first responders and train nursing students on the MCI process. This article explains the simulation activity, planning process, and achieved outcomes. J Contin Educ Nurs. 2017;48(10):447-453. Copyright 2017, SLACK Incorporated.
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Numerical simulation of complex part manufactured by selective laser melting process
Van Belle, Laurent
2017-10-01
Selective Laser Melting (SLM) process belonging to the family of the Additive Manufacturing (AM) technologies, enable to build parts layer by layer, from metallic powder and a CAD model. Physical phenomena that occur in the process have the same issues as conventional welding. Thermal gradients generate significant residual stresses and distortions in the parts. Moreover, the large and complex parts to manufacturing, accentuate the undesirable effects. Therefore, it is essential for manufacturers to offer a better understanding of the process and to ensure production reliability of parts with high added value. This paper focuses on the simulation of manufacturing turbine by SLM process in order to calculate residual stresses and distortions. Numerical results will be presented.
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DIGITAL SIMULATIONS FOR IMPROVING EDUCATION: Learning Through Artificial Teaching Environments
Reviewed by Özlem OZAN
2009-01-01
DIGITAL SIMULATIONS FOR IMPROVING EDUCATION:Learning Through Artificial Teaching EnvironmentsGibson, David, Ed.D.; Information Science Reference, Hershey, PA,SBN-10: 1605663239, ISBN-13: 9781605663234, p.514 Jan 2009Reviewed byÖzlem OZANFaculty of Education, Eskişehir Osmangazi University,Eskisehir-TURKEYSimulations in education, both for children and adults,become popular with the development of computer technology, because they are fun and engaging and allow learners to internalize knowledg...
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Observer roles that optimise learning in healthcare simulation education: a systematic review.
O'Regan, Stephanie; Molloy, Elizabeth; Watterson, Leonie; Nestel, Debra
2016-01-01
Simulation is widely used in health professional education. The convention that learners are actively involved may limit access to this educational method. The aim of this paper is to review the evidence for learning methods that employ directed observation as an alternative to hands-on participation in scenario-based simulation training. We sought studies that included either direct comparison of the learning outcomes of observers with those of active participants or identified factors important for the engagement of observers in simulation. We systematically searched health and education databases and reviewed journals and bibliographies for studies investigating or referring to observer roles in simulation using mannequins, simulated patients or role play simulations. A quality framework was used to rate the studies. We sought studies that included either direct comparison of the learning outcomes of observers with those of active participants or identified factors important for the engagement of observers in simulation. We systematically searched health and education databases and reviewed journals and bibliographies for studies investigating or referring to observer roles in simulation using mannequins, simulated patients or role play simulations. A quality framework was used to rate the studies. Nine studies met the inclusion criteria. Five studies suggest learning outcomes in observer roles are as good or better than hands-on roles in simulation. Four studies document learner satisfaction in observer roles. Five studies used a tool to guide observers. Eight studies involved observers in the debrief. Learning and satisfaction in observer roles is closely associated with observer tools, learner engagement, role clarity and contribution to the debrief. Learners that valued observer roles described them as affording an overarching view, examination of details from a distance, and meaningful feedback during the debrief. Learners who did not value observer roles
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Simulating care: technology-mediated learning in twenty-first century nursing education.
Diener, Elizabeth; Hobbs, Nelda
2012-01-01
The increased reliance on simulation classrooms has proven successful in learning skills. Questions persist concerning the ability of technology-driven robotic devices to form and cultivate caring behaviors, or sufficiently develop interactive nurse-client communication necessary in the context of nursing. This article examines the disconnects created by use of simulation technology in nursing education, raising the question: "Can learning of caring-as-being, be facilitated in simulation classrooms?" We propose that unless time is spent with human beings in the earliest stages of nursing education, transpersonal caring relationships do not have space to develop. Learning, crafting, and maturation of caring behaviors threatens to become a serendipitous event or is no longer perceived as an essential characteristic of nursing. Technology does not negate caring-the isolation it fosters makes transpersonal caring all the more important. We are called to create a new paradigm for nursing education that merges Nightingale's vision with technology's promise. © 2012 Wiley Periodicals, Inc.
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Comparison of Analysis, Simulation, and Measurement of Wire-to-Wire Crosstalk. Part 2
Bradley, Arthur T.; Yavoich, Brian James; Hodson, Shane M.; Godley, Franklin
2010-01-01
In this investigation, we compare crosstalk analysis, simulation, and measurement results for electrically short configurations. Methods include hand calculations, PSPICE simulations, Microstripes transient field solver, and empirical measurement. In total, four representative physical configurations are examined, including a single wire over a ground plane, a twisted pair over a ground plane, generator plus receptor wires inside a cylindrical conduit, and a single receptor wire inside a cylindrical conduit. Part 1 addresses the first two cases, and Part 2 addresses the final two. Agreement between the analysis methods and test data is shown to be very good.
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An interactive simulation-based education system for BWR emergency, procedure guidelines
Energy Technology Data Exchange (ETDEWEB)
Tanikawa, Naoshi; Shida, Touichi [Hitachi Ltd (Japan). Hitachi Works; Ujita, Hiroshi; Yokota, Takeshi; Kato, Kanji [Hitachi Ltd, (Japan). Energy Research Lab.
1994-12-31
When applying EPGs (Emergency Procedure Guidelines), an operator decides the operational procedure by predicting the change of parameters from the plant status, because EPGs are described in a symptom style for emergency conditions. Technical knowledge of the plant behavior and its operation are necessary for operator to understand the EPGs. An interactive simulation-based education system, EPG-ICAI (Intelligent Computer Assisted Instruction), has been developed for BWR plant operators to acquire the knowledge of EPGs. EPG-ICAI is designed to realize an effective education by the step-by-step study by using an interactive real time simulator and an individual education by applying an intelligent tutoring function. (orig.) (2 refs., 7 figs., 1 tab.).
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An interactive simulation-based education system for BWR emergency, procedure guidelines
International Nuclear Information System (INIS)
Tanikawa, Naoshi; Shida, Touichi; Ujita, Hiroshi; Yokota, Takeshi; Kato, Kanji
1994-01-01
When applying EPGs (Emergency Procedure Guidelines), an operator decides the operational procedure by predicting the change of parameters from the plant status, because EPGs are described in a symptom style for emergency conditions. Technical knowledge of the plant behavior and its operation are necessary for operator to understand the EPGs. An interactive simulation-based education system, EPG-ICAI (Intelligent Computer Assisted Instruction), has been developed for BWR plant operators to acquire the knowledge of EPGs. EPG-ICAI is designed to realize an effective education by the step-by-step study by using an interactive real time simulator and an individual education by applying an intelligent tutoring function. (orig.) (2 refs., 7 figs., 1 tab.)
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The Impact of a Simulation Game on Operations Management Education
Pasin, Federico; Giroux, Helene
2011-01-01
This study presents a new simulation game and analyzes its impact on operations management education. The proposed simulation was empirically tested by comparing the number of mistakes during the first and second halves of the game. Data were gathered from 100 teams of four or five undergraduate students in business administration, taking their…
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Step-based cognitive virtual surgery simulation: an innovative approach to surgical education.
Oliker, Aaron; Napier, Zachary; Deluccia, Nicolette; Qualter, John; Sculli, Frank; Smith, Brandon; Stern, Carrie; Flores, Roberto; Hazen, Alexes; McCarthy, Joseph
2012-01-01
BioDigital Systems, LLC in collaboration with New York University Langone Medical Center Department of Reconstructive Plastic Surgery has created a complex, real-time, step-based simulation platform for plastic surgery education. These simulators combine live surgical footage, interactive 3D visualization, text labels, and voiceover as well as a high-yield, expert-approved testing mode to create a comprehensive virtual educational environment for the plastic surgery resident or physician.
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Aura, Suvi M; Sormunen, Marjorita S T; Jordan, Sue E; Tossavainen, Kerttu A; Turunen, Hannele E
2015-06-01
The aims of this systematic integrative review were to identify evidence for the use of patient simulation teaching methods in pharmacotherapy education and to explore related learning outcomes. A systematic literature search was conducted using 6 databases as follows: CINAHL, PubMed, SCOPUS, ERIC, MEDIC, and the Cochrane Library, using the key words relating to patient simulation and pharmacotherapy. The methodological quality of each study was evaluated. Eighteen articles met the inclusion criteria. The earliest article was published in 2005. The selected research articles were subjected to qualitative content analysis. Patient simulation has been used in pharmacotherapy education for preregistration nursing, dental, medical, and pharmacy students and for the continuing education of nurses. Learning outcomes reported were summarized as follows: (1) commitment to pharmacotherapy learning, (2) development of pharmacotherapy evaluation skills, (3) improvement in pharmacotherapy application skills, and (4) knowledge and understanding of pharmacotherapy. To develop effective teaching methods and ensure health care professionals' competence in medication management, further research is needed to determine the educational and clinical effectiveness of simulation teaching methods.
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The simulation of transients in thermal plant. Part II: Applications
International Nuclear Information System (INIS)
Morini, G.L.; Piva, S.
2008-01-01
This paper deals with the simulation of the transients of thermal plant with control systems. In the companion paper forming part I of this article [G.L. Morini, S. Piva, The simulation of transients in thermal plant. Part I: Mathematical model, Applied Thermal Engineering 27 (2007) 2138-2144] it has been described how a 'thermal-library' of customised blocks can be built and used, in an intuitive way, to study the transients of any kind of thermal plant. Each component of plant such as valves, boilers, and pumps, is represented by a single block. In this paper, the 'thermal-library' approach is demonstrated by the analysis of the dynamic behaviour of a central heating plant of a typical apartment house during a sinusoidal variation of the external temperature. A comparison of the behaviour of such a plant with three way valve working either in flow rate or in temperature control, is presented and discussed. Finally, the results show the delaying effect of the thermal capacity of the building on the performance of the control system
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Unsteady hydraulic simulation of the cavitating part load vortex rope in Francis turbines
Brammer, J.; Segoufin, C.; Duparchy, F.; Lowys, P. Y.; Favrel, A.; Avellan, F.
2017-04-01
For Francis turbines at part load operation a helical vortex rope is formed due to the swirling nature of the flow exiting the runner. This vortex creates pressure fluctuations which can lead to power swings, and the unsteady loading can lead to fatigue damage of the runner. In the case that the vortex rope cavitates there is the additional risk that hydro-acoustic resonance can occur. It is therefore important to be able to accurately simulate this phenomenon to address these issues. In this paper an unsteady, multi-phase CFD model was used to simulate two part-load operating points, for two different cavitation conditions. The simulation results were validated with test-rig data, and showed very good agreement. These results also served as an input for FEA calculations and fatigue analysis, which are presented in a separate study.
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MARS: An Educational Environment for Multiagent Robot Simulations
Directory of Open Access Journals (Sweden)
Marco Casini
2016-01-01
Full Text Available Undergraduate robotics students often find it difficult to design and validate control algorithms for teams of mobile robots. This is mainly due to two reasons. First, very rarely, educational laboratories are equipped with large teams of robots, which are usually expensive, bulky, and difficult to manage and maintain. Second, robotics simulators often require students to spend much time to learn their use and functionalities. For this purpose, a simulator of multiagent mobile robots named MARS has been developed within the Matlab environment, with the aim of helping students to simulate a wide variety of control algorithms in an easy way and without spending time for understanding a new language. Through this facility, the user is able to simulate multirobot teams performing different tasks, from cooperative to competitive ones, by using both centralized and distributed controllers. Virtual sensors are provided to simulate real devices. A graphical user interface allows students to monitor the robots behaviour through an online animation.
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Wang, Rongmei; Shi, Nianke; Bai, Jinbing; Zheng, Yaguang; Zhao, Yue
2015-07-09
The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students' attitudes toward interprofessional education and knowledge about operating room nursing. Nursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students' attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students' knowledge about operating room nursing was measured. Nursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing. The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students' perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education.
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Games and Simulations for Climate, Weather and Earth Science Education
Russell, R. M.; Clark, S.
2015-12-01
We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory.
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The Birth of Dionysian Education (Out of the Spirit of Music)?: Part Two
Steel, Sean
2015-01-01
Although much has been written about Nietzsche's views on education over the years, and much has also been written about Dionysus, the god of wine and ecstasy, very little attention has been given to the meaning of, and need for, a Dionysian education. This two-part article is an attempt to begin that project. In Part One, drawing Nietzsche's…
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Gordon, Morris; Fell, Christopher W R; Box, Helen; Farrell, Michael; Stewart, Alison
2017-01-01
Healthcare increasingly recognises and focusses on the phenomena of 'safe practice' and 'patient safety.' Success with non-technical skills (NTS) training in other industries has led to widespread transposition to healthcare education, with communication and teamwork skills central to NTS frameworks. This study set out to identify how the context of interprofessional simulation learning influences NTS acquisition and development of 'safety' amongst learners. Participants receiving a non-technical skills (NTS) safety focussed training package were invited to take part in a focus group interview which set out to explore communication, teamwork, and the phenomenon of safety in the context of the learning experiences they had within the training programme. The analysis was aligned with a constructivist paradigm and took an interactive methodological approach. The analysis proceeded through three stages, consisting of open, axial, and selective coding, with constant comparisons taking place throughout each phase. Each stage provided categories that could be used to explore the themes of the data. Additionally, to ensure thematic saturation, transcripts of observed simulated learning encounters were then analysed. Six themes were established at the axial coding level, i.e., analytical skills, personal behaviours, communication, teamwork, context, and pedagogy. Underlying these themes, two principal concepts emerged, namely: intergroup contact anxiety - as both a result of and determinant of communication - and teamwork, both of which must be considered in relation to context. These concepts have subsequently been used to propose a framework for NTS learning. This study highlights the role of intergroup contact anxiety and teamwork as factors in NTS behaviour and its dissipation through interprofessional simulation learning. Therefore, this should be a key consideration in NTS education. Future research is needed to consider the role of the affective non
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IAEA activities in nuclear reactors simulation for educational purposes
International Nuclear Information System (INIS)
Lyon, R.B.
1998-01-01
The International Atomic Energy Agency (IAEA) has established a programme in nuclear reactor simulation computer programs to assist its Member States in education and training. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the supply or development of simulation programs and training material, sponsors training courses and workshops, and distributes documentation and computer programs. Currently, the IAEA has two simulation programs: the Classroom-based Advanced Reactor Demonstrators package, and the Advanced Reactor Simulator. Both packages simulate the behaviour of BWR, PWR and HWR reactor types. For each package, the modeling approach and assumptions are broadly described, together with a general description of the operation of the computer programs. (author)
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Computer simulation as representation of knowledge in education
International Nuclear Information System (INIS)
Krekic, Valerija Pinter; Namestovski, Zolt
2009-01-01
According to Aebli's operative method (1963) and Bruner's (1974) theory of representation the development of the process of thinking in teaching has the following phases - levels of abstraction: manipulation with specific things (specific phase), iconic representation (figural phase), symbolic representation (symbolic phase). Modern information technology has contributed to the enrichment of teaching and learning processes, especially in the fields of natural sciences and mathematics and those of production and technology. Simulation appears as a new possibility in the representation of knowledge. According to Guetzkow (1972) simulation is an operative representation of reality from a relevant aspect. It is about a model of an objective system, which is dynamic in itself. If that model is material it is a simple simulation, if it is abstract it is a reflective experiment, that is a computer simulation. This present work deals with the systematization and classification of simulation methods in the teaching of natural sciences and mathematics and of production and technology with special retrospective view on computer simulations and exemplar representation of the place and the role of this modern method of cognition. Key words: Representation of knowledge, modeling, simulation, education
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The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education
Chan, Joseph
2010-01-01
Donald Schon's theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master…
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WWER-1000 reactor simulator. Material for training courses and workshops. 2. ed
International Nuclear Information System (INIS)
2005-01-01
The International Atomic Energy Agency (IAEA) has established an activity in nuclear reactor simulation computer programs to assist its Member States in education. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the development and distribution of simulation programs and educational material and sponsors courses and workshops. The workshops are in two parts: techniques and tools for reactor simulator development; and the use of reactor simulators in education. Workshop material for the first part is covered in the IAEA publication: Training Course Series No.12, Reactor Simulator Development (2001). Course material for workshops using a pressurized water reactor (PWR) simulator developed for the IAEA by Cassiopeia Technologies Inc. of Canada is presented in the IAEA publication, Training Course Series No. 22, 2nd edition, Pressurized Water Reactor Simulator (2005) and Training Course Series No.23, 2nd edition, Boiling Water Reactor Simulator (2005). This report consists of course material for workshops using the WWER-1000 Reactor Department Simulator from the Moscow Engineering and Physics Institute, Russian Federation
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Reforming Science Education: Part I. The Search for a Philosophy of Science Education
Schulz, Roland M.
2009-04-01
The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education
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Use of Simulation in End-of-Life Care Education.
Grabow, Debra
Death and dying encompasses the period when individuals present with a limited prognosis and are near death or have recently died. Using simulation to educate nurses on end-of-life (EOL) care helps focus more on the needs of the learner rather than the patient, and allows the learner to process feelings in preparation for a real experience. Incorporating simulation with a spiritual perspective is essential and needed in EOL nursing care.
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Soil Erosion Study through Simulation: An Educational Tool.
Huber, Thomas P.; Falkenmayer, Karen
1987-01-01
Discusses the need for education about soil erosion and advocates the use of the Universal Soil Loss Equation (USLE) to show the impacts of human and natural action on the land. Describes the use of a computer simulated version of the USLE in several environmental and farming situations. (TW)
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Game-based dynamic simulations supporting technical education and training
Directory of Open Access Journals (Sweden)
Tore Bjølseth
2006-04-01
Full Text Available Educational games may improve learning by taking advantage of the new knowledge and skills of today’s students obtained from extensive use of interactive games. This paper describes how interactive dynamic simulators of advanced technical systems and phenomena can be shaped and adapted as games and competitions supporting technical education and training. Some selected examples at different educational levels are shown, from vocational training to university level courses. The potential benefit and perceived learning effect of this approach is also described and underpinned from comprehensive user feedback.
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Point-of-care echocardiography in simulation-based education and assessment
Directory of Open Access Journals (Sweden)
Amini R
2016-05-01
Full Text Available Richard Amini, Lori A Stolz, Parisa P Javedani, Kevin Gaskin, Nicola Baker, Vivienne Ng, Srikar Adhikari Department of Emergency Medicine, University of Arizona Medical Center, Tucson, AZ, USA Background: Emergency medicine milestones released by the Accreditation Council for Graduate Medical Education require residents to demonstrate competency in bedside ultrasound (US. The acquisition of these skills necessitates a combination of exposure to clinical pathology, hands-on US training, and feedback. Objectives: We describe a novel simulation-based educational and assessment tool designed to evaluate emergency medicine residents’ competency in point-of-care echocardiography for evaluation of a hypotensive patient with chest pain using bedside US. Methods: This was a cross-sectional study conducted at an academic medical center. A simulation-based module was developed to teach and assess the use of point-of-care echocardiography in the evaluation of the hypotensive patient. The focus of this module was sonographic imaging of cardiac pathology, and this focus was incorporated in all components of the session: asynchronous learning, didactic lecture, case-based learning, and hands-on stations. Results: A total of 52 residents with varying US experience participated in this study. Questions focused on knowledge assessment demonstrated improvement across the postgraduate year (PGY of training. Objective standardized clinical examination evaluation demonstrated improvement between PGY I and PGY III; however, it was noted that there was a small dip in hands-on scanning skills during the PGY II. Clinical diagnosis and management skills also demonstrated incremental improvement across the PGY of training. Conclusion: The 1-day, simulation-based US workshop was an effective educational and assessment tool at our institution. Keywords: point-of care ultrasound, simulation education
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Gedlu, Etsegenet; Tadesse, Amezene; Cayea, Danelle; Doherty, Meg; Bekele, Abebe; Mekasha, Amha; Derbew, Miliard; Jung, Julianna
2015-07-01
As one of the countries in Sub-Saharan Africa with a low physician to population ratio, Ethiopia has sought to mitigate the problem by increasing the number of students enrolling in the existing medical schools. This increase in enrolment was not accompanied by expansion of clinical training venues, which has resulted in less patient contact time for each student. As part of the solution to fill the gap simulation-based teaching was introduced. To describe the process of introducing Simulation based medical education (SBME) at Addis Ababa University College of Health Sciences, school of medicine. Two rounds of intensive training was given by John Hopkins in collaboration with Medical Education partner Initiative (MEPI). to the core clinical educators to introduce them the six-step model of curriculum development for medical education and standardized patient (SP) techniques with the ultimate aim of introducing SPs in the teaching and learning process for medical students. The training included didactic and workshop elements, with group work and created complete educational modules. Each pre and post course assessment of experience and attitude were surveyed. Data was analyzed in aggregate using paired t -test to compare pre and post course means. There were total of 22 faculty members participated in the first group ,the majority of whom had no prior training in curriculum development or SBME and were skeptical of the value of SBME, as evidenced in their survey responses. (3.42/5 in Likert scale 1 = least 5 = most) at the end of the course the participant were comfortable with the concept of curriculum development the rating increased to 4.45/5 (P educational method.
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Development of an educational nuclear research reactor simulator
International Nuclear Information System (INIS)
Arafa, Amany Abdel Aziz; Saleh, Hassan Ibrahim; Ashoub, Nagieb
2014-01-01
This paper introduces the development of a research reactor educational simulator based on LabVIEW that allows the training of operators and studying different accident scenarios and the effects of operational parameters on the reactor behavior. Using this simulator, the trainee can test the interaction between the input parameters and the reactor activities. The LabVIEW acts as an engine implements the reactor mathematical models. In addition, it is used as a tool for implementing the animated graphical user interface. This simulator provides the training requirements for both of the reactor staff and the nuclear engineering students. Therefore, it uses dynamic animation to enhance learning and interest for a trainee on real system problems and provides better visual effects, improved communications, and higher interest levels. The benefits of conducting such projects are to develop the expertise in this field and save costs of both operators training and simulation courses.
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Development of an educational nuclear research reactor simulator
Energy Technology Data Exchange (ETDEWEB)
Arafa, Amany Abdel Aziz; Saleh, Hassan Ibrahim [Atomic Energy Authority, Cairo (Egypt). Radiation Engineering Dept.; Ashoub, Nagieb [Atomic Energy Authority, Cairo (Egypt). Reactor Physics Dept.
2014-12-15
This paper introduces the development of a research reactor educational simulator based on LabVIEW that allows the training of operators and studying different accident scenarios and the effects of operational parameters on the reactor behavior. Using this simulator, the trainee can test the interaction between the input parameters and the reactor activities. The LabVIEW acts as an engine implements the reactor mathematical models. In addition, it is used as a tool for implementing the animated graphical user interface. This simulator provides the training requirements for both of the reactor staff and the nuclear engineering students. Therefore, it uses dynamic animation to enhance learning and interest for a trainee on real system problems and provides better visual effects, improved communications, and higher interest levels. The benefits of conducting such projects are to develop the expertise in this field and save costs of both operators training and simulation courses.
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Chitale, Rohan; Ghobrial, George M; Lobel, Darlene; Harrop, James
2013-10-01
The learning and development of technical skills are paramount for neurosurgical trainees. External influences and a need for maximizing efficiency and proficiency have encouraged advancements in simulator-based learning models. To confirm the importance of establishing an educational curriculum for teaching minimally invasive techniques of pedicle screw placement using a computer-enhanced physical model of percutaneous pedicle screw placement with simultaneous didactic and technical components. A 2-hour educational curriculum was created to educate neurosurgical residents on anatomy, pathophysiology, and technical aspects associated with image-guided pedicle screw placement. Predidactic and postdidactic practical and written scores were analyzed and compared. Scores were calculated for each participant on the basis of the optimal pedicle screw starting point and trajectory for both fluoroscopy and computed tomographic navigation. Eight trainees participated in this module. Average mean scores on the written didactic test improved from 78% to 100%. The technical component scores for fluoroscopic guidance improved from 58.8 to 52.9. Technical score for computed tomography-navigated guidance also improved from 28.3 to 26.6. Didactic and technical quantitative scores with a simulator-based educational curriculum improved objectively measured resident performance. A minimally invasive spine simulation model and curriculum may serve a valuable function in the education of neurosurgical residents and outcomes for patients.
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Abe, Yukie; Kawahara, Chikako; Yamashina, Akira; Tsuboi, Ryoji
2013-01-01
In Japan, nursing education is being reformed to improve nurses' competency. Interest in use of simulation-based education to increase nurses' competency is increasing. To examine the effectiveness of simulation-based education in improving competency of cardiovascular critical care nurses. A training program that consisted of lectures, training in cardiovascular procedures, and scenario simulations was conducted with 24 Japanese nurses working at a university hospital. Participants were allocated to 4 groups, each of which visited 4 zones and underwent scenario simulations that included debriefings during and after the simulations. In each zone, the scenario simulation was repeated and participants assessed their own technical skills by scoring their performance on a rubric. Before and after the simulations, participants also completed a survey that used the Teamwork Activity Inventory in Nursing Scale (TAINS) to assess their nontechnical skills. All the groups showed increased rubric scores after the second simulation compared with the rubric scores obtained after the first simulation, despite differences in the order in which the scenarios were presented. Furthermore, the survey revealed significant increases in scores on the teamwork scale for the following subscale items: "Attitudes of the superior" (P Job satisfaction" (P = .01), and "Confidence as a team member" (P = .004). Our new educational approach of using repeated scenario simulations and TAINS seemed not only to enhance individual nurses' technical skills in critical care nursing but also to improve their nontechnical skills somewhat.
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IAEA activities in nuclear reactor simulation for educational purposes
International Nuclear Information System (INIS)
Lyon, R.B.
2001-01-01
The International Atomic Energy Agency (IAEA) has established a programme in nuclear reactor simulation computer programs to assist its Member States in education and training. The objective is to provide, for a variety of advanced reactor types, insight and practice in their operational characteristics and their response to perturbations and accident situations. To achieve this, the IAEA arranges for the supply or development of simulation programs and training material, sponsors training courses and workshops, and distributes documentation and computer programs. Two simulation programs are presented at this workshop: the Classroom-based Advanced Reactor Demonstrators package, and the Advanced Reactor Simulator. Both packages simulate the behaviour of BWR, PWR and HWR reactor types. For each package, the modeling approach and assumptions are broadly described, together with a general description of the operation of the computer programs. (author)
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Use of a simulation game for HIV/AIDS education with pre-service teachers.
Petersen, Nadine; de Beer, Josef; Dunbar-Krige, Helen
2011-04-01
The article describes the use of a simulation game in HIV/AIDS education with pre-service teachers in Johannesburg, South Africa. The use of a simulation game, as novel experiential pedagogy, was an attempt to raise awareness about HIV and AIDS and to demonstrate that anyone can be at risk of HIV infection. Using a generic qualitative research design, the data were collected over a three-year period by way of video recordings of the simulation game, recordings of large and small group discussions afterwards, and via questionnaires and written reflections by the education students four weeks afterwards. Content analysis and discourse analysis led to the construction of three main themes. First, we found that the novelty factor of the simulation game for raising HIV/AIDS awareness was confirmed both during the game itself and after a period of time had elapsed. Second, in light of many education students' naivety about the intersection of biological, socio-cultural and economic issues at play in the spread of HIV, the game prompted more reflexivity about the disease and helped to broaden the participants' discussions. Lastly, the data revealed the disjuncture between theory and practice in HIV/AIDS education. We propose that in raising awareness of HIV and AIDS, educators should move towards more engaging and challenging pedagogies that address the learning needs of the 'new' generation of university students.
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Hygrothermal Simulation of Foundations: Part 1 - Soil Material Properties
Energy Technology Data Exchange (ETDEWEB)
Kehrer, Manfred [ORNL; Pallin, Simon B [ORNL
2012-10-01
The hygrothermal performance of soils coupled to buildings is a complicated process. A computational approach for heat transfer through the ground has been well defined (EN ISO 13370:2007, 2007), and simplified methods have been developed (Staszczuk, Radon, and Holm 2010). However, these approaches generally ignore the transfer of soil moisture, which is not negligible (Janssen, Carmeliet, and Hens 2004). This study is divided into several parts. The intention of the first part is to gather, comprehend and adapt soil properties from Soil Science. The obtained information must be applicable to related tasks in Building Science and validated with hygrothermal calculation tools. Future parts of this study will focus on the validation aspect of the soil properties to be implemented. Basic changes in the software code may be requested at this time. Different types of basement construction will be created with a hygrothermal calculation tool, WUFI. Simulations from WUFI will be compared with existing or ongoing measurements. The intentions of the first part of this study have been fulfilled. The soil properties of interest in Building Science have been defined for 12 different soil textures. These properties will serve as input parameters when performing hygrothermal calculations of building constructions coupled to soil materials. The reliability of the soil parameters will be further evaluated with measurements in Part 2.
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Using simulation pedagogy to teach clinical education skills: A randomized trial.
Holdsworth, Clare; Skinner, Elizabeth H; Delany, Clare M
2016-05-01
Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators' self-efficacy in student supervision skills. A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students' individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators' self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators' teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.
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DEFF Research Database (Denmark)
Hartvigsen, Tina
2014-01-01
such as developing scenarios, debriefing, creating a safe and positive learning environment, mastery of technology, equipment operation and professional communication skills and comportment to name only some. In September 2013 a consortium of dedicated educators holding expertise in simulation-based education from...... on developing educational environments and equipment has not necessarily been matched with investment in the capability of educators to maximise the potential of simulation – based learning. A skilled educator is a prerequisite for effective simulation – based education and there are many educator competencies...... focused on the need of knowledge regarding educators ‘competences in a complex learning environment. Collaborations often develop serendipitously and conferences provide unique opportunities for people to meet who share common interests. In 2011 such an opportunity occurred when the initiators...
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Developing Software Simulations
Directory of Open Access Journals (Sweden)
Tom Hall
2007-06-01
Full Text Available Programs in education and business often require learners to develop and demonstrate competence in specified areas and then be able to effectively apply this knowledge. One method to aid in developing a skill set in these areas is through the use of software simulations. These simulations can be used for learner demonstrations of competencies in a specified course as well as a review of the basic skills at the beginning of subsequent courses. The first section of this paper discusses ToolBook, the software used to develop our software simulations. The second section discusses the process of developing software simulations. The third part discusses how we have used software simulations to assess student knowledge of research design by providing simulations that allow the student to practice using SPSS and Excel.
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Simulated interprofessional education: an analysis of teaching and learning processes.
van Soeren, Mary; Devlin-Cop, Sandra; Macmillan, Kathleen; Baker, Lindsay; Egan-Lee, Eileen; Reeves, Scott
2011-11-01
Simulated learning activities are increasingly being used in health professions and interprofessional education (IPE). Specifically, IPE programs are frequently adopting role-play simulations as a key learning approach. Despite this widespread adoption, there is little empirical evidence exploring the teaching and learning processes embedded within this type of simulation. This exploratory study provides insight into the nature of these processes through the use of qualitative methods. A total of 152 clinicians, 101 students and 9 facilitators representing a range of health professions, participated in video-recorded role-plays and debrief sessions. Videotapes were analyzed to explore emerging issues and themes related to teaching and learning processes related to this type of interprofessional simulated learning experience. In addition, three focus groups were conducted with a subset of participants to explore perceptions of their educational experiences. Five key themes emerged from the data analysis: enthusiasm and motivation, professional role assignment, scenario realism, facilitator style and background and team facilitation. Our findings suggest that program developers need to be mindful of these five themes when using role-plays in an interprofessional context and point to the importance of deliberate and skilled facilitation in meeting desired learning outcomes.
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Possibilities and importance of using computer games and simulations in educational process
Danilović Mirčeta S.
2003-01-01
The paper discusses if it is possible and appropriate to use simulations (simulation games) and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players) and the properties of simulation (i.e. operational presentation of reality) should be underst...
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Open Source AV solution supporting In Situ Simulation and Clinical education
DEFF Research Database (Denmark)
Simonsen, Eivind Ortind; Pociunas, Gintas; Dahl, Mads Ronald
2015-01-01
In situ simulation is simulation done in the actual clinical environment exceeding the simulation immersion compared to that of the embedded simulation centers and facilitating an increased realistic learning experience. Doing this without compromising (all) the educational principals used....... • Rapid or instant playback capability. • Lightweight and compact design. • Non-cabled AV recording. • Simple, reliable set up and operation. Summary of work Commercial products did not meet our requirements why a programmer was hired to design and program the software to meet our expectations...
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Patient outcomes in simulation-based medical education: a systematic review.
Zendejas, Benjamin; Brydges, Ryan; Wang, Amy T; Cook, David A
2013-08-01
Evaluating the patient impact of health professions education is a societal priority with many challenges. Researchers would benefit from a summary of topics studied and potential methodological problems. We sought to summarize key information on patient outcomes identified in a comprehensive systematic review of simulation-based instruction. Systematic search of MEDLINE, EMBASE, CINAHL, PsychINFO, Scopus, key journals, and bibliographies of previous reviews through May 2011. Original research in any language measuring the direct effects on patients of simulation-based instruction for health professionals, in comparison with no intervention or other instruction. Two reviewers independently abstracted information on learners, topics, study quality including unit of analysis, and validity evidence. We pooled outcomes using random effects. From 10,903 articles screened, we identified 50 studies reporting patient outcomes for at least 3,221 trainees and 16,742 patients. Clinical topics included airway management (14 studies), gastrointestinal endoscopy (12), and central venous catheter insertion (8). There were 31 studies involving postgraduate physicians and seven studies each involving practicing physicians, nurses, and emergency medicine technicians. Fourteen studies (28 %) used an appropriate unit of analysis. Measurement validity was supported in seven studies reporting content evidence, three reporting internal structure, and three reporting relations with other variables. The pooled Hedges' g effect size for 33 comparisons with no intervention was 0.47 (95 % confidence interval [CI], 0.31-0.63); and for nine comparisons with non-simulation instruction, it was 0.36 (95 % CI, -0.06 to 0.78). Focused field in education; high inconsistency (I(2) > 50 % in most analyses). Simulation-based education was associated with small-moderate patient benefits in comparison with no intervention and non-simulation instruction, although the latter did not reach statistical
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RadSim: a program to simulate individual particle interactions for educational purposes
International Nuclear Information System (INIS)
Verhaegen, Frank; Palefsky, Steven; DeBlois, Francois
2006-01-01
A program was developed, RadSim, which can be used to simulate certain individual interactions of photons, electrons, positrons and alpha particles with a single atom for educational purposes. The program can be run in two modes: manual and simulated. In the manual mode, an individual particle undergoing a specified interaction with a target atom can be simulated, which essentially comes down to a graphical evaluation of kinematic equations. In the simulated mode, a preset number of identical particles are allowed to undergo a specified interaction type with a target atom. The exit channel of the interaction is sampled from probability distributions using Monte Carlo methods. The incoming and outgoing particles are visualized and the frequency distribution of the kinematic variables of the exit channel is displayed graphically. It has to be emphasized that RadSim was mainly developed for educational purposes. (note)
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[Education in our time: competency or aptitude? The case for medicine. Part II].
Viniegra-Velázquez, Leonardo
Part II is focused on participatory education (PE), a distinctive way to understand and practice education in contrast to passive education. The core of PE is to develop everyone's own cognitive potentialities frequently mutilated, neglected or ignored. Epistemological and experiential basis of PE are defined: the concept of incisive and creative criticism, the idea of knowledge as each person's own construct and life experience as the main focus of reflection and cognition. The PE aims towards individuals with unprecedented cognitive and creative faculties, capable of approaching a more inclusive and hospitable world. The last part criticizes the fact that medical education has remained among the passive education paradigm. The key role of cognitive aptitudes, both methodological and practical (clinical aptitude), in the progress of medical education and practice is emphasized. As a conclusion, the knowhow of education is discussed, aiming towards a better world away from human and planetary degradation. Copyright © 2017 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.
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Voluntary simulation workshops in nursing education
DEFF Research Database (Denmark)
Selberg, Hanne; Nielsen, Mette Elisabeth
-10) was conducted immediately after the workshops with the purpose of evaluating students` self-perception of learning outcomes. Furthermore, the questionnaires included open ended qualitative questions with a formative design aiming at students´ judgment of the content and set up of the simulation workshops...... Results 97 students (response rate 82,2%) assessed their theoretical outcome on a 10 point scale with a mean score of 7,55 (SD 1,96), practical skills outcome mean 8,07 (SD 1,96), integration of theory and practice mean 8,27 (SD 1,62), general outcome mean 8,36 (SD 1,57) and outcome from simulation...... with more theory and less practical training have resulted in discussions regarding the lack of practical skills amongst novice nurses. A Danish study of students’ drop-out from the nursing education indicates that difficulties in combining theory and practice are one of the motivating factors behind...
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Parts of the Whole: Approaching Education as a System
Directory of Open Access Journals (Sweden)
Dorothy Wallace
2009-07-01
Full Text Available An educational system is a highly coupled complex system of inputs, outputs, sensors and actuators. Using an engineering perspective, this column begins the process of naming and categorizing parts of the system. It then focuses on teachers as one part of a large system, and analyzes the forces that influence how teachers work, and that draw or repel individuals to a teaching career. The growing shortage of qualified teachers can be explained by properties of the system as a whole that determine the context in which teachers do their job.
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Using simulation to educate police about mental illness: A collaborative initiative
Directory of Open Access Journals (Sweden)
Wendy Stanyon
2014-06-01
Full Text Available Mental illness is a major public health concern in Canada and also globally. According to the World Health Organization, five of the top ten disabilities worldwide are mental health disorders. Within Canada, one in five individuals is living with mental illness each year. Currently, there are 6.7 million Canadians living with mental illness and over 1 million Canadian youth living with mental illness. Police are frequently the first responders to situations in the community involving people with mental illness, and police services are increasingly aware of the need to provide officers with additional training and strategies for effectively interacting with these citizens. This study examined the effectiveness of four online, interactive video-based simulations designed to educate police officers about mental illness and strategies for interacting with people with mental illness. The simulations were created through the efforts of a unique partnership involving a police service, a mental health facility and two postsecondary institutions. Frontline police officers from Ontario were divided into one of three groups (simulation, face to face, control. Using a pre- and post-test questionnaire, the groups were compared on their level of knowledge and understanding of mental illness. In addition, focus groups explored the impact of the simulations on officers’ level of confidence in engaging with individuals with mental illness and officers’ perceptions of the simulations’ ease of use and level of realism. The study’s findings determined that the simulations were just as effective as face-to-face learning, and the officers reported the simulations were easy to use and reflected real-life scenarios they had encountered on the job. As mental health continues to be a major public concern, not only in Canada but also globally, interactive simulations may provide an effective and affordable education resource not only for police officers but for
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Progress in the Utilization of High-Fidelity Simulation in Basic Science Education
Helyer, Richard; Dickens, Peter
2016-01-01
High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.
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Use of a simulation game for HIV/AIDS education with pre-service ...
African Journals Online (AJOL)
Use of a simulation game for HIV/AIDS education with pre-service teachers. ... the data were collected over a three-year period by way of video recordings of the simulation game, recordings of large and small ... AJOL African Journals Online.
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Internet Usage Habits as a Part of Distance Higher Education
Tufan, Firat
2015-01-01
Within the scope of this study, which deals with distance education method as a communication process, a focus group interview was conducted with voluntary students who were randomly selected from various areas/majors at the Department of Distance Education in Istanbul University in order to determine the relationship between their general Internet usage habits and their Internet usage as a part of distance learning and in line with their expectations. The questions posed for the students dur...
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Educating Part-Time MBAs for the Global Business Environment
Randolph, W. Alan
2008-01-01
To be successful managers in the business world of the 21st century, MBA students must acquire global skills of business acumen, reflection, cultural sensitivity, and multi-cultural teamwork. Developing these skills requires international experience, but educating part-time MBAs creates a special challenge demanding both rigor and efficiency. This…
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MacKinnon, Karen; Marcellus, Lenora; Rivers, Julie; Gordon, Carol; Ryan, Maureen; Butcher, Diane
2017-11-01
Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located. The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators. Experiences of simulation in an educational setting with a focus relevant to maternal child nursing. Qualitative research and educational evaluation using qualitative methods. North America, Europe, Australia and New Zealand. A three-step search strategy identified published studies in the English language from 2000 until April 2016. Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low. Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools. Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings. Twenty-two articles from 19 studies were included in the review
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Developments in the Transition From Animal Use to Simulation-Based Biomedical Education.
Pawlowski, John B; Feinstein, David M; Gala, Shalin G
2018-04-18
There has been a significant shift from the use of animals in biomedical training exercises toward simulation-based education methods. The transition has been driven by technological advances, empirical evidence of improved student outcomes, cost-effectiveness, and a growing concern for the welfare of animals. These factors have spurred policy changes worldwide in how medical and science curricula are delivered. We detail how some of these policy changes evolved and comment on the future direction of simulation-based education and its implications for healthcare providers, instructors, and the general public.
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Are Live Ultrasound Models Replaceable? Traditional vs. Simulated Education Module for FAST
Directory of Open Access Journals (Sweden)
Suzanne Bentley
2015-10-01
Full Text Available Introduction: The focused assessment with sonography for trauma (FAST is a commonly used and life-saving tool in the initial assessment of trauma patients. The recommended emergency medicine (EM curriculum includes ultrasound and studies show the additional utility of ultrasound training for medical students. EM clerkships vary and often do not contain formal ultrasound instruction. Time constraints for facilitating lectures and hands-on learning of ultrasound are challenging. Limitations on didactics call for development and inclusion of novel educational strategies, such as simulation. The objective of this study was to compare the test, survey, and performance of ultrasound between medical students trained on an ultrasound simulator versus those trained via traditional, hands-on patient format. Methods: This was a prospective, blinded, controlled educational study focused on EM clerkship medical students. After all received a standardized lecture with pictorial demonstration of image acquisition, students were randomized into two groups: control group receiving traditional training method via practice on a human model and intervention group training via practice on an ultrasound simulator. Participants were tested and surveyed on indications and interpretation of FAST and training and confidence with image interpretation and acquisition before and after this educational activity. Evaluation of FAST skills was performed on a human model to emulate patient care and practical skills were scored via objective structured clinical examination (OSCE with critical action checklist. Results: There was no significant difference between control group (N=54 and intervention group (N=39 on pretest scores, prior ultrasound training/education, or ultrasound comfort level in general or on FAST. All students (N=93 showed significant improvement from pre- to post-test scores and significant improvement in comfort level using ultrasound in general and on FAST
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Burrow, Simon; Mairs, Hilary; Pusey, Helen; Bradshaw, Timothy; Keady, John
2016-11-01
To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education. A review following systematic principles. Systematic searches for literature published between January 2000 and December 2015 using the databases: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL. Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies. Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning. Copyright © 2016 Elsevier Ltd. All rights reserved.
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International Nuclear Information System (INIS)
Kim, Seong Il; Choi, Sang Min; Yang, Jong In
2016-01-01
A case of dynamic performance simulation model of a CFB boiler is presented in this study. The dynamic system of a CFB boiler in an operating power plant and the transient behavior of sub-models is described in the accompanying paper, Part I. The current paper, Part II, describes the model extension for the CFB boiler system in a power plant. The open loop model in Paper I was expanded by applying a set of PID (Proportional-integral-differential) control loops. In the control loop, pressure, temperature, mass flow rate of the main steam, the drum water level and the oxygen level at the stack were controlled. Dynamic performance was simulated to check the response of the closed control loop. Finally, performance of the total boiler system for a range of operation load of the power plant was simulated, where the parameters were calculated and control variables were maintained at the set values by PID control. Dynamic performance of a boiler at a selected load variation case was simulated and compared with actual measurements and their transient response characteristics were discussed. The simulation can also directly produce useful operation parameters, which are not measurable, but could be used for engineering evaluation
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Energy Technology Data Exchange (ETDEWEB)
Kim, Seong Il; Choi, Sang Min; Yang, Jong In [Dept. of Mechanical Engineering, Korea Advanced Institute of Science and Technology, Daejeon(Korea, Republic of)
2016-12-15
A case of dynamic performance simulation model of a CFB boiler is presented in this study. The dynamic system of a CFB boiler in an operating power plant and the transient behavior of sub-models is described in the accompanying paper, Part I. The current paper, Part II, describes the model extension for the CFB boiler system in a power plant. The open loop model in Paper I was expanded by applying a set of PID (Proportional-integral-differential) control loops. In the control loop, pressure, temperature, mass flow rate of the main steam, the drum water level and the oxygen level at the stack were controlled. Dynamic performance was simulated to check the response of the closed control loop. Finally, performance of the total boiler system for a range of operation load of the power plant was simulated, where the parameters were calculated and control variables were maintained at the set values by PID control. Dynamic performance of a boiler at a selected load variation case was simulated and compared with actual measurements and their transient response characteristics were discussed. The simulation can also directly produce useful operation parameters, which are not measurable, but could be used for engineering evaluation.
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Using Communication Technology to Enhance Interprofessional Education Simulations.
Shrader, Sarah; Kostoff, Matthew; Shin, Tiffany; Heble, Annie; Kempin, Brian; Miller, Astyn; Patykiewicz, Nick
2016-02-25
To determine the impact of simulations using an alternative method of communication on students' satisfaction, attitudes, confidence, and performance related to interprofessional communication. One hundred sixty-three pharmacy students participated in a required applications-based capstone course. Students were randomly assigned to one of three interprofessional education (IPE) simulations with other health professions students using communication methods such as telephone, e-mail, and video conferencing. Pharmacy students completed a validated survey instrument, Attitude Toward Healthcare Teams Scale (ATHCTS) prior to and after course participation. Significant positive changes occurred for 5 out of 20 items. Written reflection papers and student satisfaction surveys completed after participation showed positive themes and satisfaction. Course instructors evaluated student performance using rubrics for formative feedback. Implementation of IPE simulations using various methods of communication technology is an effective way for pharmacy schools to incorporate IPE into their curriculum.
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Ramchandani, Neesha; Johnson, Kim; Cullen, Karen; Hamm, Terri; Bisordi, Jean; Sullivan-Bolyai, Susan
2017-02-01
Purpose The purpose of this article is to describe the 4 Parent Education Through Simulation-Diabetes (PETS-D) nurse certified diabetes educators' (CDEs) perspectives of teaching parents of children with newly diagnosed type 1 diabetes mellitus (T1DM) early diabetes management skills using formal vignettes and a human patient simulator/human patient simulation (HPS) to augment/enhance the teaching-learning process. Methods A qualitative descriptive approach was used. Four CDEs were interviewed by phone about their teaching experiences. Meticulous notes were taken. Data were analyzed using qualitative content analysis. Results The vignettes (and use of HPS) provided structure, especially for parents who were struggling to learn. Certified diabetes educators described a short learning curve to master the use of the HPS manikin. Human patient simulation-enhanced education was described as helpful for teaching multiple caregivers about diabetes. Certified diabetes educators also described factors that affect parent learning, mechanical issues with the HPS, and additional space requirements for HPS-enhanced education. Conclusion Vignettes and HPS-enhanced education can successfully be used to educate parents of children with new-onset T1DM and were preferred by the CDEs when compared with previous teaching strategies. The results of this study support the use of both vignette-based and HPS-enhanced education when a child is newly diagnosed with T1DM. Further studies need to be done to see if these effects persist with different populations, during different stages of the disease, and for individuals with other chronic illnesses.
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Use of clinical simulations for patient education: targeting an untapped audience.
Siwe, Karin; Berterö, Carina; Pugh, Carla; Wijma, Barbro
2009-01-01
In most cases, the health professional has been the target for simulation based learning curricula. We have developed a simulation based curriculum for patient education. In our curriculum lay-women learn how to perform the clinical female pelvic examination using a manikin-based trainer. Learner assessments show that prior negative expectations turned into positive expectations regarding future pelvic examinations.
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[Educational usefulness of lung auscultation training with an auscultation simulator].
Arimura, Yasuji; Komatsu, Hiroyuki; Yanagi, Shigehisa; Matsumoto, Nobuhiro; Okayama, Akihiko; Hayashi, Katsuhiro; Nakazato, Masamitsu
2011-06-01
We examined the educational usefulness of lung auscultation training with an auscultation simulator "Mr. Lung". Auscultation training was conducted for fifth-year students of the Medical Department of the University of Miyazaki, and consisted of a lecture by a pulmonologist (Board Certified Member of the Japanese Respiratory Society) and skill training using Mr. Lung for a total of 90 min. We compared the percentages of students who correctly identified 4 adventitious sounds before and after training. We also investigated the responses to a self-report questionnaire on self-evaluation after training, auscultation experiences before training, and opinions regarding medical education with the simulator. The subjects' correct answer rate before training was 40% or less and that for the correct identification of rhonchi was the lowest (5%). The correct answer rate, which was not influenced by previous experience of auscultation, significantly increased after training (80% or more). In the self-report questionnaire, about 90% of the students answered that the ability to identify lung sounds by auscultation was necessary for all doctors and that the simulator was effective for acquiring this skill. The auscultation simulator may be useful for medical students not only to enhance auscultatory skills but also to realize the importance of auscultation in clinical examination.
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Determinants of Part-Time Adult Student Participation in Education.
Hawk, Thomas R.
A study was conducted to identify the factors that influence adults to continue their education by taking formal course work on a part-time basis. Using May 1981 Current Population Survey data gathered by the Bureau of the Census, the study assessed the importance of price, socioeconomic characteristics, family income, and unemployment rates in…
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Greca, Ileana M.; Seoane, Eugenia; Arriassecq, Irene
2014-01-01
Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of…
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3D Printed Surgical Simulation Models as educational tool by maxillofacial surgeons.
Werz, S M; Zeichner, S J; Berg, B-I; Zeilhofer, H-F; Thieringer, F
2018-02-26
The aim of this study was to evaluate whether inexpensive 3D models can be suitable to train surgical skills to dental students or oral and maxillofacial surgery residents. Furthermore, we wanted to know which of the most common filament materials, acrylonitrile butadiene styrene (ABS) or polylactic acid (PLA), can better simulate human bone according to surgeons' subjective perceptions. Upper and lower jaw models were produced with common 3D desktop printers, ABS and PLA filament and silicon rubber for soft tissue simulation. Those models were given to 10 blinded, experienced maxillofacial surgeons to perform sinus lift and wisdom teeth extraction. Evaluation was made using a questionnaire. Because of slightly different density and filament prices, each silicon-covered model costs between 1.40-1.60 USD (ABS) and 1.80-2.00 USD (PLA) based on 2017 material costs. Ten experienced raters took part in the study. All raters deemed the models suitable for surgical education. No significant differences between ABS and PLA were found, with both having distinct advantages. The study demonstrated that 3D printing with inexpensive printing filaments is a promising method for training oral and maxillofacial surgery residents or dental students in selected surgical procedures. With a simple and cost-efficient manufacturing process, models of actual patient cases can be produced on a small scale, simulating many kinds of surgical procedures. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION
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Alfred H. Miller
2016-06-01
Full Text Available For programmatic accreditation by the Accreditation Council of Business Schools and Programs (ACBSP, business programs are required to meet STANDARD #4, Measurement and Analysis of Student Learning and Performance. Business units must demonstrate that outcome assessment systems are in place using documented evidence that shows how the results are being used to further develop or improve the academic business program. The Higher Colleges of Technology, a 17 campus federal university in the United Arab Emirates, differentiates its applied degree programs through a ‘learning by doing ethos,’ which permeates the entire curricula. This paper documents benchmarking of education for managing innovation. Using business simulation for Bachelors of Business, Year 3 learners, in a business strategy class; learners explored through a simulated environment the following functional areas; research and development, production, and marketing of a technology product. Student teams were required to use finite resources and compete against other student teams in the same universe. The study employed an instrument developed in a 60-sample pilot study of business simulation learners against which subsequent learners participating in online business simulation could be benchmarked. The results showed incremental improvement in the program due to changes made in assessment strategies, including the oral defense.
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Olasky, Jaisa; Sankaranarayanan, Ganesh; Seymour, Neal E.; Magee, J. Harvey; Enquobahrie, Andinet; Lin, Ming C.; Aggarwal, Rajesh; Brunt, L. Michael; Schwaitzberg, Steven D.; Cao, Caroline G. L.; De, Suvranu; Jones, Daniel B.
2015-01-01
Objectives To conduct a review of the state of virtual reality (VR) simulation technology, to identify areas of surgical education that have the greatest potential to benefit from it, and to identify challenges to implementation. Background Data Simulation is an increasingly important part of surgical training. VR is a developing platform for using simulation to teach technical skills, behavioral skills, and entire procedures to trainees and practicing surgeons worldwide. Questions exist regarding the science behind the technology and most effective usage of VR simulation. A symposium was held to address these issues. Methods Engineers, educators, and surgeons held a conference in November 2013 both to review the background science behind simulation technology and to create guidelines for its use in teaching and credentialing trainees and surgeons in practice. Results Several technologic challenges were identified that must be overcome in order for VR simulation to be useful in surgery. Specific areas of student, resident, and practicing surgeon training and testing that would likely benefit from VR were identified: technical skills, team training and decision-making skills, and patient safety, such as in use of electrosurgical equipment. Conclusions VR simulation has the potential to become an essential piece of surgical education curriculum but depends heavily on the establishment of an agreed upon set of goals. Researchers and clinicians must collaborate to allocate funding toward projects that help achieve these goals. The recommendations outlined here should guide further study and implementation of VR simulation. PMID:25925424
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Olasky, Jaisa; Sankaranarayanan, Ganesh; Seymour, Neal E; Magee, J Harvey; Enquobahrie, Andinet; Lin, Ming C; Aggarwal, Rajesh; Brunt, L Michael; Schwaitzberg, Steven D; Cao, Caroline G L; De, Suvranu; Jones, Daniel B
2015-10-01
To conduct a review of the state of virtual reality (VR) simulation technology, to identify areas of surgical education that have the greatest potential to benefit from it, and to identify challenges to implementation. Simulation is an increasingly important part of surgical training. VR is a developing platform for using simulation to teach technical skills, behavioral skills, and entire procedures to trainees and practicing surgeons worldwide. Questions exist regarding the science behind the technology and most effective usage of VR simulation. A symposium was held to address these issues. Engineers, educators, and surgeons held a conference in November 2013 both to review the background science behind simulation technology and to create guidelines for its use in teaching and credentialing trainees and surgeons in practice. Several technologic challenges were identified that must be overcome in order for VR simulation to be useful in surgery. Specific areas of student, resident, and practicing surgeon training and testing that would likely benefit from VR were identified: technical skills, team training and decision-making skills, and patient safety, such as in use of electrosurgical equipment. VR simulation has the potential to become an essential piece of surgical education curriculum but depends heavily on the establishment of an agreed upon set of goals. Researchers and clinicians must collaborate to allocate funding toward projects that help achieve these goals. The recommendations outlined here should guide further study and implementation of VR simulation. © The Author(s) 2015.
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Kuchai, Tetiana
2014-01-01
The article examines aesthetic education of primary school pupils as an integral part of the national system of continuous art education in Japan. One of the most important traditional means of aesthetic education in Japan, according to L. Tsaryova is considered nature. Analysis of the scientific literature by domestic and foreign scientists…
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Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills
Friend, Jennifer; Adams, April; Curry, George
2011-01-01
This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several…
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Brock, Katharine E; Cohen, Harvey J; Sourkes, Barbara M; Good, Julie J; Halamek, Louis P
2017-10-01
Pediatric fellows receive little palliative care (PC) education and have few opportunities to practice communication skills. In this pilot study, we assessed (1) the relative effectiveness of simulation-based versus didactic education, (2) communication skill retention, and (3) effect on PC consultation rates. Thirty-five pediatric fellows in cardiology, critical care, hematology/oncology, and neonatology at two institutions enrolled: 17 in the intervention (simulation-based) group (single institution) and 18 in the control (didactic education) group (second institution). Intervention group participants participated in a two-day program over three months (three simulations and videotaped PC panel). Control group participants received written education designed to be similar in content and time. (1) Self-assessment questionnaires were completed at baseline, post-intervention and three months; mean between-group differences for each outcome measure were assessed. (2) External reviewers rated simulation-group encounters on nine communication domains. Within-group changes over time were assessed. (3) The simulation-based site's PC consultations were compared in the six months pre- and post-intervention. Compared to the control group, participants in the intervention group improved in self-efficacy (p = 0.003) and perceived adequacy of medical education (p < 0.001), but not knowledge (p = 0.20). Reviewers noted nonsustained improvement in four domains: relationship building (p = 0.01), opening discussion (p = 0.03), gathering information (p = 0.01), and communicating accurate information (p = 0.04). PC consultation rate increased 64%, an improvement when normalized to average daily census (p = 0.04). This simulation-based curriculum is an effective method for improving PC comfort, education, and consults. More frequent practice is likely needed to lead to sustained improvements in communication competence.
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Chung, Christopher
2015-04-01
This paper describes the use and analysis of the Simulator for Engineering Ethics Education (SEEE) to perform cross culture engineering ethics training and analysis. Details describing the first generation and second generation development of the SEEE are published in Chung and Alfred, Science and Engineering Ethics, vol. 15, 2009 and Alfred and Chung, Science and Engineering Ethics, vol. 18, 2012. In this effort, a group of far eastern educated students operated the simulator in the instructional, training, scenario, and evaluation modes. The pre and post treatment performance of these students were compared to U.S. Educated students. Analysis of the performance indicated that the far eastern educated student increased their level of knowledge 23.7 percent while U.S. educated students increased their level of knowledge by 39.3 percent.
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Simulation-based trauma education for medical students: A review of literature.
Borggreve, Alicia S; Meijer, Joost M R; Schreuder, Henk W R; Ten Cate, Olle
2017-06-01
Medical students often do not feel prepared to manage emergency situations after graduation. They experience a lack of practical skills and show significant deficits in cognitive performance to assess and stabilize trauma patients. Most reports in the literature about simulation-based education pertain to postgraduate training. Simulation-based trauma education (SBTE) in undergraduate medical education could improve confidence and performance of recently graduated doctors in trauma resuscitation. We reviewed the literature in search of SBTE effectiveness for medical students. A PubMed, Embase and CINAHL literature search was performed to identify all studies that reported on the effectiveness of SBTE for medical students, on student perception on SBTE or on the effectiveness of different simulation modalities. Eight studies were included. Three out of four studies reporting on the effectiveness of SBTE demonstrated an increase in performance of students after SBTE. SBTE is generally highly appreciated by medical students. Only one study directly compared two modalities of SBTE and reported favorable results for the mechanical model rather than the standardized live patient model. SBTE appears to be an effective method to prepare medical students for trauma resuscitation. Furthermore, students enjoy SBTE and they perceive SBTE as a very useful learning method.
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Simulations and Experiments on Vibration Control of Aerospace Thin-Walled Parts via Preload
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Qiong Wu
2017-01-01
Full Text Available Thin-walled parts primarily comprise the entire piece of rough machining, and the material removal rate can surpass 95%. Numerous components with thin-walled structures are preferred in the aerospace industry for their light weight, high strength, and other advantages. In aerospace thin-walled workpiece machining processes and practical applications, they are excited by the vibration. The preload changing the modal stiffness of the part is found and this change causes continuous changes in the natural frequency. Researching on the influence of pretightening force on dynamic characteristics of thin-walled components is highly significant for controlling vibration. In this study, the typical aviation thin-walled part is the research object. Finite element numerical simulation and experimental verification are employed to analyze the dynamic characteristics of 7075 aluminum alloy thin-walled plates under different preloads for exploring the relationship between natural frequency and preload. The relationship is validated by comparative results. Both the simulation and experimental results show that the natural frequencies of plates increase following the augmentation of the preload. Thus, this research introduces the method where vibration of aerospace thin-walled parts is reduced by preload. For practical engineering application, a program showing the relationship between natural frequency and preload is written using Visual Basic language.
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Simulator technology as a tool for education in cardiac care.
Hravnak, Marilyn; Beach, Michael; Tuite, Patricia
2007-01-01
Assisting nurses in gaining the cognitive and psychomotor skills necessary to safely and effectively care for patients with cardiovascular disease can be challenging for educators. Ideally, nurses would have the opportunity to synthesize and practice these skills in a protected training environment before application in the dynamic clinical setting. Recently, a technology known as high fidelity human simulation was introduced, which permits learners to interact with a simulated patient. The dynamic physiologic parameters and physical assessment capabilities of the simulated patient provide for a realistic learning environment. This article describes the High Fidelity Human Simulation Laboratory at the University of Pittsburgh School of Nursing and presents strategies for using this technology as a tool in teaching complex cardiac nursing care at the basic and advanced practice nursing levels. The advantages and disadvantages of high fidelity human simulation in learning are discussed.
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Point-of-care echocardiography in simulation-based education and assessment.
Amini, Richard; Stolz, Lori A; Javedani, Parisa P; Gaskin, Kevin; Baker, Nicola; Ng, Vivienne; Adhikari, Srikar
2016-01-01
Emergency medicine milestones released by the Accreditation Council for Graduate Medical Education require residents to demonstrate competency in bedside ultrasound (US). The acquisition of these skills necessitates a combination of exposure to clinical pathology, hands-on US training, and feedback. We describe a novel simulation-based educational and assessment tool designed to evaluate emergency medicine residents' competency in point-of-care echocardiography for evaluation of a hypotensive patient with chest pain using bedside US. This was a cross-sectional study conducted at an academic medical center. A simulation-based module was developed to teach and assess the use of point-of-care echocardiography in the evaluation of the hypotensive patient. The focus of this module was sonographic imaging of cardiac pathology, and this focus was incorporated in all components of the session: asynchronous learning, didactic lecture, case-based learning, and hands-on stations. A total of 52 residents with varying US experience participated in this study. Questions focused on knowledge assessment demonstrated improvement across the postgraduate year (PGY) of training. Objective standardized clinical examination evaluation demonstrated improvement between PGY I and PGY III; however, it was noted that there was a small dip in hands-on scanning skills during the PGY II. Clinical diagnosis and management skills also demonstrated incremental improvement across the PGY of training. The 1-day, simulation-based US workshop was an effective educational and assessment tool at our institution.
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A teaching experience using a flight simulator: Educational Simulation in practice
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Sergio Ruiz
2014-09-01
Full Text Available The use of appropriate Educational Simulation systems (software and hardware for learning purposes may contribute to the application of the “Learning by Doing” (LbD paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a flight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR programme, an European project that introduces a new Air Traffic Management (ATM paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. After the execution of several activities with a flight simulator in the classroom a short test and a satisfaction survey have been requested to the students in order to assess the teaching experience.
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Modeling & Simulation Education for the Acquisition and T&E Workforce: FY07 Deliverable Package
National Research Council Canada - National Science Library
Olwell, David H; Johnson, Jean; Few, Stephanie; Didoszak, Jarema M
2007-01-01
This technical report presents the deliverables for calendar year 2007 for the "Educating the Modeling and Simulation Workforce" project performed for the DoD Modeling and Simulation Steering Committee...
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Genuino, Mary Jane
2018-02-01
The 2014 national percentage for 30-day readmissions among Medicare recipients from Post-Acute Care Unit (PACU) showed: Heart Failure (HF) with major complications and co-morbidities, an average of 24.09%, and Chronic Obstructive Pulmonary Disease (COPD) with complications and co-morbidities 23.12%. The percentage of readmissions for New Jersey among PACU showed: HF with major complications and co-morbidities, an average of 24.40% and COPD 26.35% (Avalere Health, 2014). For this study site, the hospital readmission rate was not specifically broken down according to condition/diagnosis. Overall, the hospital readmission rate was approximately 20%. A few percent lower than the national and state average, but still a considerable number. This study is significant in finding out whether a simulation based educational program will increase the nurses' self-efficacy in caring for these patients. The positive outcome of this study can provide a template for training PACU nurses to aid in decreasing hospital readmissions in this vulnerable population. The simulation-based educational program was approximately 5h in length, and it was divided into two parts, a presentation on HF and COPD, and the actual simulation scenario, using a low-fidelity manikin (LFM). There were approximately 20 Registered nurses as participants but 4 did not complete the post-simulation self-efficacy scale, and the 16 were included in the actual study. This study was able to define the effects of simulation-based educational program on the RNs self-efficacy in caring for COPD and HF patients. The participants' demographic information, i.e. age, educational attainment, years of experience, and previous work experience, did not show any differences in how much the nurses' self-efficacy improved. The post-simulation self-efficacy score of the participants showed approximately 5% increase compared to the pre-simulation score. The outcome of the study concluded the simulation-based educational program
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School Leadership and Administration: Important Concepts, Case Studies and Simulations
Gorton, Richard; Alston, Judy; Snowden, Petra
2006-01-01
This text helps prospective and experienced principals, administrators, and supervisors increase their knowledge and skills through concepts, case-studies, and simulations. This book contains the following two parts and fifteen chapters. Part I presents important theoretical concepts and research findings that can improve educators'…
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Education Strategies Through Simulation For Training In Cardiopulmonary Resuscitation Treatment
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Regimar Carla Machado
2017-01-01
Full Text Available Theoretical and reflective study based on scientific literature and critical analysis of authors related to teaching strategies through simulation for training in cardiopulmonary resuscitation (CPR. Current teaching methodologies CPR involve realistic simulation strategies and simulations in virtual environments, but the first method provides the best results, allowing proactivity of individuals in their teaching-learning process and bringing them the experience of a life threatening situation. It is noteworthy that health professionals need to be able to assist a victim in cardiac arrest, but even existing effective teaching methodologies to enable them in this subject, is not fully applicable in the Brazilian context of health education.
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International Nuclear Information System (INIS)
Ridluan, Artit; Tokuhiro, Akira
2008-01-01
In Part II, we described the unsteady flow simulation and proposed a modification of a traditional turbulence flow model. Computational fluid dynamics (CFD) simulations of an isothermal, fully periodic flow across a tube bundle using unsteady Reynolds averaged Navier-Stokes (URANS) equations, with turbulence models such as the Reynolds stress model (RSM) were investigated at a Reynolds number of 1.8x10 4 , based on the tube diameter and inlet velocity. As noted in Part I, CFD simulation and experimental results were compared at five positions along (x,y) coordinates. The steady RANS simulation showed that four diverse turbulence models were efficient for predicting the Reynolds stresses, and generally, SRANS results were marginal to poor, using a consistent evaluation terminology. In the URANS simulation, we modeled the turbulent flow field in a manner similar to the approach used for large eddy simulation (LES). The time-dependent URANS results showed that the simulation reproduces the dynamic stability as characterized by transverse oscillatory flow structures in the near-wake region. In particular, the inclusion of terms accounting for the time scales associated with the production range and dissipation rate of turbulence generates unsteady statistics of the mean and fluctuation flow. In spite of this, the model implemented produces better agreement with a benchmark data set and is thus recommended. (author)
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Experience with simulation education at the University of the Third Age at JFM CU in Martin
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Mária Zanovitová
2016-07-01
Full Text Available Background: Considering current demographic trends in society, education of seniors has become real needs and a challenge for the field of education and training institutions. Universities of the Third Age (UTA represent one option for senior education allowing them to study various fields at university level. Within UTA studies, the seniors are interested in studying mainly the issues of health and disease, aging and the social and legal issues. Seniors represent a group of students with specific educational needs. In teaching them it is therefore important to choose teaching methods that take account of developmental changes of the period, contain elements of clearness, and provide the space for communication and activity with the use of previous experiences of seniors. In the framework of elderly education at the UTA at Jessenius Faculty of Medicine in Martin (JFM CU the simulation methods are also used that bring elements of clarity and attractiveness into the teaching and serve to bridge theoretical education and practical training. Objective: The aim of the study was to determine the UTA senior students’ views on the use of simulation models and simulations in education and to find out what is their satisfaction with the training in the Simulation Center at JFM CU in Martin. Methods: Questionnaire of own construction was used to gather empirical data. The study involved 30 senior students of the third year of studies in the program “Elderly Care”, out of which 25 were women and 5 men. The average age of respondents was 67.3 years (SD 5.6. Results: Within education and training in Simulation Center, the seniors most positively evaluated preparedness, presentation and interpretation of the lecturer (4.96 and the way in which information were administered (4.76. They had the opportunity of hands-on work with the simulation models and practical training of their skills and such experience was evaluated as excellent (4.70. Seniors also
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Kelsey, Ryan Daniel
Brownfield Action is a computer simulation experience used by undergraduates in an Introduction to Environmental Science course for non-science majors at Barnard College. Students play the role of environmental consultants given the semester-long task of investigating a potentially contaminated landsite in a simulated town. The simulation serves as the integration mechanism for the entire course. The project is a collaboration between Professor Bower and the Columbia University Center for New Media Teaching and Learning (CCNMTL). This study chronicles the discovery, design, development, implementation, and evaluation of this project over its four-year history from prototype to full-fledged semester-long integrated lecture and lab experience. The complete project history serves as a model for the development of best practices in contributing to the field of educational technology in higher education through the study of fully designed and implemented projects in real classrooms. Recommendations from the project focus on linking the laboratory and lecture portions of a course, the use of simulations (especially for novice students), instructor adaptation to the use of technology, general educational technology project development, and design research, among others. Findings from the study also emphasize the uniqueness of individual student's growth through the experience, and the depth of understanding that can be gained from embracing the complexity of studying sophisticated learning environments in real classrooms.
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A Marketing Perspective on Educational Games, Simulations and Workshops.
Cryer, Patricia
1989-01-01
Examines the literature on marketing and uses the four elements of product, price, place, and promotion to elicit guidance for those who wish to market educational games, simulations, and workshops. Devising a marketing strategy centered on the customer is discussed, and the distinction between goods and services is described. (11 references)…
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Editorial: Advances in Health Education Applying E-Learning, Simulations and Distance Technologies
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Andre W. Kushniruk
2011-03-01
Full Text Available This special issue of the KM&EL international journal is dedicated to coverage of novel advances in health professional education applying e-Learning, simulations and distance education technologies. Modern healthcare is beginning to be transformed through the emergence of new information technologies and rapid advances in health informatics. Advances such as electronic health record systems (EHRs, clinical decision support systems and other advanced information systems such as public health surveillance systems are rapidly being deployed worldwide. The education of health professionals such as medical, nursing and allied health professionals will require an improved understanding of these technologies and how they will transform their healthcare practice. However, currently there is a lack of integration of knowledge and skills related to such technology in health professional education. In this issue of the journal we present articles that describe a set of novel approaches to integrating essential health information technology into the education of health professionals, as well as the use of advanced information technologies and e-Learning approaches for improving health professional education. The approaches range from use of simulations to development of novel Web-based platforms for allowing students to interact with the technologies and healthcare practices that are rapidly changing healthcare.
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The current role of simulation in urological training.
Preece, Ryan
2015-01-01
Simulation is becoming an increasingly popular educational tool in numerous surgical specialities, including urology. This article reviews the current role of urological simulators; discussing their need, availability, incorporation and current limitations. A literature review of the electronic databases Medline, Embase and Google Scholar was performed. For increasingly limited urological training programs, simulation can act as a valuable adjunct to clinical training. Evidence suggests that simulation enables the trainee to bypass the early, error-prone part of the surgical learning curve. It should be incorporated into proficiency-based curricula, with junior trainees initially beginning with low fidelity simulators to grasp basic surgical skills before moving onto full-procedural simulation as they progress through their training. A wide variety of simulators of differing fidelity are currently available, teaching both technical (eg. cystoscopy) and non-technical (eg. communication) urological surgical skills. Whist numerous studies have assessed the face, content and construct validity of various urological simulators, further work needs to be undertaken to determine whether the skills learnt actually improve trainee performance in the operating room. Then, educators will be able to make informed decisions about whether these resource demanding (financially and in terms of demands on faculty) simulators are a worthwhile educational tool. Although further investigation is required, urological simulators appear to have a considerable role for developing both technical and non-technical urological skills in an increasingly restricted educational environment in modern urogynecology.
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The Supply of Part-Time Higher Education in the UK. Research Report
Callender, Claire; Birkbeck, Anne Jamieson; Mason, Geoff
2010-01-01
This report explores the supply of part-time higher education in the UK, with particular consideration to the study of part-time undergraduate provision in England. It is the final publication in the series of reports on individual student markets that were commissioned by Universities UK following the publication of the reports on the Future size…
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Leadership Development Through Peer-Facilitated Simulation in Nursing Education.
Brown, Karen M; Rode, Jennifer L
2018-01-01
Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.]. Copyright 2018, SLACK Incorporated.
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Supply Chain Simulator: A Scenario-Based Educational Tool to Enhance Student Learning
Siddiqui, Atiq; Khan, Mehmood; Akhtar, Sohail
2008-01-01
Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such…
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Scribbins, Keith
This simulation is designed to train further education college salespersons in making effective sales presentations to firms' training officers. The exercise is divided into the following four parts: preparing for a sales visit (allotted time, 1 hour 15 minutes); carrying out the visit (45 minutes); reflecting on the visit and drafting…
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Clinical training: a simulation program for phlebotomy
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Araki Toshitaka
2008-01-01
Full Text Available Abstract Background Basic clinical skills training in the Japanese medical education system has traditionally incorporated on-the-job training with patients. Recently, the complementary use of simulation techniques as part of this training has gained popularity. It is not known, however, whether the participants view this new type of education program favorably; nor is the impact of this program known. In this study we developed a new simulation-based training program in phlebotomy for new medical residents and assessed their satisfaction with the program Methods The education program comprised two main components: simulator exercise sessions and the actual drawing of blood from other trainees. At the end of the session, we surveyed participant sentiment regarding the program. Results There were 43 participants in total. In general, they were highly satisfied with the education program, with all survey questions receiving scores of 3 or more on a scale of 1–5 (mean range: 4.3 – 4.8, with 5 indicating the highest level of satisfaction. Additionally, their participation as a 'patient' for their co-trainees was undertaken willingly and was deemed to be a valuable experience. Conclusion We developed and tested an education program using a simulator for blood collection. We demonstrated a high satisfaction level among the participants for this unique educational program and expect that it will improve medical training, patient safety, and quality of care. The development and dissemination of similar educational programs involving simulation for other basic clinical skills will be undertaken in the future.
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Simulation and rubrics: technology and grading student performance in nurse anesthesia education.
Overstreet, Maria; McCarver, Lewis; Shields, John; Patterson, Jordan
2015-06-01
The use of simulation technology has introduced a challenge for simulation nurse educators: evaluation of student performance. The subjectivity of student performance evaluation has been in need of improvement. It is imperative to provide clear and consistent information to the learner of expectations for their performance. Educators use objectives to define for the learner what the primary focus will be in the learning activities. Creation of rubrics to replace checklists to evaluate learner performance is a team task. Improved rubrics assist instructors in providing valuable, immediate, and postactivity feedback and consistency among instructors, and improved inter-rater reliability. Copyright © 2015 Elsevier Inc. All rights reserved.
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National Public Radio, Washington, DC.
This booklet is a transcription of a program from the radio series, "Options in Education." It is part 2 of a two-part series dealing with sexism in education. It deals with sex discrimination in various aspects of public education, including textbooks, teacher promotion, sports programs and children's literature. There is also a…
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Destyanto, A. R.; Putri, O. A.; Hidayatno, A.
2017-11-01
Due to the advantages that serious simulation game offered, many areas of studies, including energy, have used serious simulation games as their instruments. However, serious simulation games in the field of energy transition still have few attentions. In this study, serious simulation game is developed and tested as the activity of public education about energy transition which is a conversion from oil to natural gas program. The aim of the game development is to create understanding and awareness about the importance of energy transition for society in accelerating the process of energy transition in Indonesia since 1987 the energy transition program has not achieved the conversion target yet due to the lack of education about energy transition for society. Developed as a digital serious simulation game following the framework of integrated game design, the Transergy game has been tested to 15 users and then analysed. The result of verification and validation of the game shows that Transergy gives significance to the users for understanding and triggering the needs of oil to natural gas conversion.
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The impact of peer-led simulations on student nurses.
Valler-Jones, Tracey
Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. A mixed-method approach was used for this study design. This study took place in a simulation suite within a university in the Midlands. Twenty four second-year child branch students were purposively selected to take part. Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. The use of peer-led simulation promotes new learning and is a valuable educational approach.
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Employers' Demand for and the Provision of Part-Time Higher Education for Employees.
Trotman-Dickenson, Danusia
1987-01-01
A study of public and private employers' demand for part-time higher education for their employees and the response of institutions is reported. The study focuses on Wales and on the regional economic and social trends affecting educational demand and supply. Improved communication between employers, employees, and institutions is recommended.…
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Paz-Albo Prieto, Jesús
2018-01-01
Nurturing experiences in preparation for prospective early childhood educators' work with families during their training are critical for establishing empowering relationships. This article details a qualitative case study of 77 prospective early childhood educators engaged with the Parent, Family and Community Engagement Simulation. An electronic…
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Wright-Maley, Cory
2014-01-01
A slavery simulation that took place as part of a field trip for students of a Hartford junior high academy led a father to file a human rights suit against the school district, and for one official to comment that simulations of complex and tragic human phenomena have "no place in an educational system." In light of these conclusions,…
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Zajac, Felix E; Neptune, Richard R; Kautz, Steven A
2002-12-01
Current understanding of how muscles coordinate walking in humans is derived from analyses of body motion, ground reaction force and EMG measurements. This is Part I of a two-part review that emphasizes how muscle-driven dynamics-based simulations assist in the understanding of individual muscle function in walking, especially the causal relationships between muscle force generation and walking kinematics and kinetics. Part I reviews the strengths and limitations of Newton-Euler inverse dynamics and dynamical simulations, including the ability of each to find the contributions of individual muscles to the acceleration/deceleration of the body segments. We caution against using the concept of biarticular muscles transferring power from one joint to another to infer muscle coordination principles because energy flow among segments, even the adjacent segments associated with the joints, cannot be inferred from computation of joint powers and segmental angular velocities alone. Rather, we encourage the use of dynamical simulations to perform muscle-induced segmental acceleration and power analyses. Such analyses have shown that the exchange of segmental energy caused by the forces or accelerations induced by a muscle can be fundamentally invariant to whether the muscle is shortening, lengthening, or neither. How simulation analyses lead to understanding the coordination of seated pedaling, rather than walking, is discussed in this first part because the dynamics of pedaling are much simpler, allowing important concepts to be revealed. We elucidate how energy produced by muscles is delivered to the crank through the synergistic action of other non-energy producing muscles; specifically, that a major function performed by a muscle arises from the instantaneous segmental accelerations and redistribution of segmental energy throughout the body caused by its force generation. Part II reviews how dynamical simulations provide insight into muscle coordination of walking.
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The Potential of Simulated Environments in Teacher Education: Current and Future Possibilities
Dieker, Lisa A.; Rodriguez, Jacqueline A.; Lignugaris/Kraft, Benjamin; Hynes, Michael C.; Hughes, Charles E.
2014-01-01
The future of virtual environments is evident in many fields but is just emerging in the field of teacher education. In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors that need to be considered as these environments further develop. The authors provide a specific…
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M. Raguraman; A. Deb; N. K. Gupta; D. K. Kharat
2008-01-01
In Part I of the current two-part series, a comprehensive simulation-based study of impact of jacketed projectiles on mild steel armour plates has been presented. Using the modelling procedures developed in Part I, a number of parametric studies have been carried out for the same mild steel plates considered in Part I and reported here in Part II. The current investigation includes determination of ballistic limits of a given target plate for different projectile diameters and impact velociti...
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Development of educational Web-based simulator for the electricity spot market in Korea
International Nuclear Information System (INIS)
Lee, J.W.; Yang, K.M.; Jeong, Y.W.; Park, J.B.; Shin, J.R.
2006-01-01
Market simulation approaches are used frequently by electric utilities to resolve the spot market-related problems that are often encountered in competitive electricity markets. A well constructed market simulator offers the possibility to foresee the effect of new market structures or rules before they are actually implemented. This paper presented a newly developed educational market simulator that simulates the power exchange methods and market rules of the Two Way Bidding Pool (TWBP) in Korea. It allows users to set information related with market and market entities. In particular, it is an educational tool that enables interaction between lecturers and students via Web-based programs. Students can learn the effectiveness of an electricity spot market by bidding and examining the market with lecturers. Measures have been taken to address the problem of multi-users trying to manage the complex data sets. The developed application program is composed of 3 tiers where the middle tier is logically divided into 2 kinds of application programs. The divided application programs are interconnected by using the Web-service based on Extended Markup Technology and Hyper Text Transfer Protocol which make the distributed computing technology possible. Unlike most existing educational simulators, this one has the advantage of allowing students to make bids just like in a real market, thus showing them how the real electricity market runs and how market participants make their revenues. 10 refs., 4 tabs., 13 figs
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Development of educational Web-based simulator for the electricity spot market in Korea
Energy Technology Data Exchange (ETDEWEB)
Lee, J.W.; Yang, K.M.; Jeong, Y.W.; Park, J.B.; Shin, J.R. [Konkuk Univ., Seoul (Korea, Republic of). Dept. of Electrical Engineering
2006-07-01
Market simulation approaches are used frequently by electric utilities to resolve the spot market-related problems that are often encountered in competitive electricity markets. A well constructed market simulator offers the possibility to foresee the effect of new market structures or rules before they are actually implemented. This paper presented a newly developed educational market simulator that simulates the power exchange methods and market rules of the Two Way Bidding Pool (TWBP) in Korea. It allows users to set information related with market and market entities. In particular, it is an educational tool that enables interaction between lecturers and students via Web-based programs. Students can learn the effectiveness of an electricity spot market by bidding and examining the market with lecturers. Measures have been taken to address the problem of multi-users trying to manage the complex data sets. The developed application program is composed of 3 tiers where the middle tier is logically divided into 2 kinds of application programs. The divided application programs are interconnected by using the Web-service based on Extended Markup Technology and Hyper Text Transfer Protocol which make the distributed computing technology possible. Unlike most existing educational simulators, this one has the advantage of allowing students to make bids just like in a real market, thus showing them how the real electricity market runs and how market participants make their revenues. 10 refs., 4 tabs., 13 figs.
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Singer, Benjamin D.; Corbridge, Thomas C.; Schroedl, Clara J.; Wilcox, Jane E.; Cohen, Elaine R.; McGaghie, William C.; Wayne, Diane B.
2012-01-01
Introduction Prior research shows that gaps exist in internal medicine residents’ critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training to third-year residents who received clinical training alone. Methods During their first three months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally-trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. Results Simulator-trained first-year residents (n=40) scored significantly higher compared to traditionally-trained third-year residents (n=27) on the bedside assessment, 91.3% (95% CI 88.2% to 94.3%) vs. 80.9% (95% CI 76.8% to 85.0%), P = simulation-based educational intervention demonstrated higher clinical competency than third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical ICU rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients. PMID:23222546
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Learning about the Human Genome. Part 2: Resources for Science Educators. ERIC Digest.
Haury, David L.
This ERIC Digest identifies how the human genome project fits into the "National Science Education Standards" and lists Human Genome Project Web sites found on the World Wide Web. It is a resource companion to "Learning about the Human Genome. Part 1: Challenge to Science Educators" (Haury 2001). The Web resources and…
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Pultrusion of a vertical axis wind turbine blade part-I: 3D thermo-chemical process simulation
Baran, Ismet; Tutum, Cem C.; Hattel, Jesper H.; Akkerman, Remko
2015-01-01
A novel three dimensional thermo-chemical simulation of the pultrusion process is presented. A simulation is performed for the pultrusion of a NACA0018 blade profile having a curved geometry, as a part of the DeepWind project. The finite element/nodal control volume (FE/NCV) technique is used.
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Pultrusion of a vertical axis wind turbine blade part-I: 3D thermo-chemical process simulation
DEFF Research Database (Denmark)
Baran, Ismet; Tutum, Cem Celal; Hattel, Jesper Henri
2015-01-01
novel three dimensional thermo-chemical simulation of the pultrusion process is presented. A simulation is performed for the pultrusion of a NACA0018 blade profile having a curved geometry, as a part of the DeepWind project. The finite element/nodal control volume (FE/NCV) technique is used. First...
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Robotics, Artificial Intelligence, Computer Simulation: Future Applications in Special Education.
Moore, Gwendolyn B.; And Others
The report describes three advanced technologies--robotics, artificial intelligence, and computer simulation--and identifies the ways in which they might contribute to special education. A hybrid methodology was employed to identify existing technology and forecast future needs. Following this framework, each of the technologies is defined,…
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Phet simulator and the table teaching in basic education: experience report
Directory of Open Access Journals (Sweden)
Lilian de Fatima Oliveira Falchi
2018-06-01
Full Text Available This research was developed with the purpose of encouraging elementary school teachers to use the PhET simulator with their students as a means to enhance the learning of the table. The simulator is a learning facilitator, which aims to develop simulations for teaching science, mathematics, physics and chemistry. This paper reports the use of the simulator with the students of the third year of elementary school, applied under the joint supervision by the researchers and the schoolteachers. The use of the simulator with the students occurred in September and October of 2016 with weekly classes. Those were practical classes in the school’s computer lab, where students were able to explore the simulator as well as advance the phases according to their performance. This experience helped to understand the need to transform education and incorporate digital technology into teaching / learning to motivate and facilitate learning.
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An educational model for ensemble streamflow simulation and uncertainty analysis
Directory of Open Access Journals (Sweden)
A. AghaKouchak
2013-02-01
Full Text Available This paper presents the hands-on modeling toolbox, HBV-Ensemble, designed as a complement to theoretical hydrology lectures, to teach hydrological processes and their uncertainties. The HBV-Ensemble can be used for in-class lab practices and homework assignments, and assessment of students' understanding of hydrological processes. Using this modeling toolbox, students can gain more insights into how hydrological processes (e.g., precipitation, snowmelt and snow accumulation, soil moisture, evapotranspiration and runoff generation are interconnected. The educational toolbox includes a MATLAB Graphical User Interface (GUI and an ensemble simulation scheme that can be used for teaching uncertainty analysis, parameter estimation, ensemble simulation and model sensitivity. HBV-Ensemble was administered in a class for both in-class instruction and a final project, and students submitted their feedback about the toolbox. The results indicate that this educational software had a positive impact on students understanding and knowledge of uncertainty in hydrological modeling.
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Ahmed, Shabnam; Al-Mously, Najwa; Al-Senani, Fahmi; Zafar, Muhammad; Ahmed, Muhammad
2016-01-01
This study aims to evaluate the perception of medical teachers toward the integration of simulation-based medical education (SBME) in undergraduate curriculum and also identify contextual barriers faced by medical teachers. This cross-sectional observational study included medical teachers from three universities. A questionnaire was used to report teachers' perception. SBME was perceived by medical teachers (basic sciences/clinical, respectively) as enjoyable (71.1%/75.4%), effective assessment tool to evaluate students' learning (60%/73.9%) and can improve learning outcome (88.8%/79.7%). Similarly, (91.1%/71%) of teachers think that simulation should be part of the curriculum and not stand alone one time activity. Teachers' training for SBME has created a significant difference in perception (p medical curriculum are major perceived barriers for effective SBME. Results highlight the positive perception and attitude of medical teachers toward the integration of SBME in undergraduate curriculum. Prior formal training of teachers created a different perception. Top perceived barriers for effective SBME include teachers' formal training supported with time and resources and the early integration into the curriculum. These critical challenges need to be addressed by medical schools in order to enhance the integration SBME in undergraduate curricula.
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Simulation-based education with mastery learning improves residents' lumbar puncture skills
Cohen, Elaine R.; Caprio, Timothy; McGaghie, William C.; Simuni, Tanya; Wayne, Diane B.
2012-01-01
Objective: To evaluate the effect of simulation-based mastery learning (SBML) on internal medicine residents' lumbar puncture (LP) skills, assess neurology residents' acquired LP skills from traditional clinical education, and compare the results of SBML to traditional clinical education. Methods: This study was a pretest-posttest design with a comparison group. Fifty-eight postgraduate year (PGY) 1 internal medicine residents received an SBML intervention in LP. Residents completed a baseline skill assessment (pretest) using a 21-item LP checklist. After a 3-hour session featuring deliberate practice and feedback, residents completed a posttest and were expected to meet or exceed a minimum passing score (MPS) set by an expert panel. Simulator-trained residents' pretest and posttest scores were compared to assess the impact of the intervention. Thirty-six PGY2, 3, and 4 neurology residents from 3 medical centers completed the same simulated LP assessment without SBML. SBML posttest scores were compared to neurology residents' baseline scores. Results: PGY1 internal medicine residents improved from a mean of 46.3% to 95.7% after SBML (p < 0.001) and all met the MPS at final posttest. The performance of traditionally trained neurology residents was significantly lower than simulator-trained residents (mean 65.4%, p < 0.001) and only 6% met the MPS. Conclusions: Residents who completed SBML showed significant improvement in LP procedural skills. Few neurology residents were competent to perform a simulated LP despite clinical experience with the procedure. PMID:22675080
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Using Computer Simulations of Negotiation for Educational and Research Purposes in Business Schools.
Conlon, Donald E.
1989-01-01
Discussion of educational and research advantages of using computer-based experimental simulations for the study of negotiation and dispute resolution in business schools focuses on two studies of undergraduates that used simulation exercises. The influence of time pressure on mediation is examined, and differences in student behavior are…
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Games and Simulations in Informal Science Education. WCER Working Paper No. 2010-14
Squire, Kurt; Patterson, Nathan
2010-01-01
This paper explores the possibilities and challenges games and simulations pose for informal science education. The authors begin with a brief overview of the recent history of games and games research. They then attempt to clarify the distinctions between games and simulations. Next, they examine types of informal learning…
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PART 2: LARGE PARTICLE MODELLING Simulation of particle filtration processes in deformable media
Directory of Open Access Journals (Sweden)
Gernot Boiger
2008-06-01
Full Text Available In filtration processes it is necessary to consider both, the interaction of thefluid with the solid parts as well as the effect of particles carried in the fluidand accumulated on the solid. While part 1 of this paper deals with themodelling of fluid structure interaction effects, the accumulation of dirtparticles will be addressed in this paper. A closer look is taken on theimplementation of a spherical, LAGRANGIAN particle model suitable forsmall and large particles. As dirt accumulates in the fluid stream, it interactswith the surrounding filter fibre structure and over time causes modificationsof the filter characteristics. The calculation of particle force interactioneffects is necessary for an adequate simulation of this situation. A detailedDiscrete Phase Lagrange Model was developed to take into account thetwo-way coupling of the fluid and accumulated particles. The simulation oflarge particles and the fluid-structure interaction is realised in a single finitevolume flow solver on the basis of the OpenSource software OpenFoam.
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International Nuclear Information System (INIS)
Bartlett, D.V.
1983-06-01
The codes which have been developed for the analysis of electron cyclotron emission measurements in JET are described. Their principal function is to interpret the spectra measured by the diagnostic so as to give the spatial distribution of the electron temperature in the poloidal cross-section. Various systematic effects in the data are corrected using look-up tables generated by an elaborate simulation code. The part of this code responsible for the accurate calculation of single-pass emission and refraction has been written at CNR-Milan and is described in a separate report. The present report is divided into two parts. This first part describes the methods used for the simulation and interpretation of spectra, the physical/mathematical basis of the codes written at CEA-Fontenay and presents some illustrative results
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Hybrid ray-FDTD model for the simulation of the ultrasonic inspection of CFRP parts
Jezzine, Karim; Ségur, Damien; Ecault, Romain; Dominguez, Nicolas; Calmon, Pierre
2017-02-01
Carbon Fiber Reinforced Polymers (CFRP) are commonly used in structural parts in the aeronautic industry, to reduce the weight of aircraft while maintaining high mechanical performances. Simulation of the ultrasonic inspections of these parts has to face the highly heterogeneous and anisotropic characteristics of these materials. To model the propagation of ultrasound in these composite structures, we propose two complementary approaches. The first one is based on a ray model predicting the propagation of the ultrasound in an anisotropic effective medium obtained from a homogenization of the material. The ray model is designed to deal with possibly curved parts and subsequent continuously varying anisotropic orientations. The second approach is based on the coupling of the ray model, and a finite difference scheme in time domain (FDTD). The ray model handles the ultrasonic propagation between the transducer and the FDTD computation zone that surrounds the composite part. In this way, the computational efficiency is preserved and the ultrasound scattering by the composite structure can be predicted. Inspections of flat or curved composite panels, as well as stiffeners can be performed. The models have been implemented in the CIVA software platform and compared to experiments. We also present an application of the simulation to the performance demonstration of the adaptive inspection technique SAUL (Surface Adaptive Ultrasound).
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Survey of Consciousness on Sex Education : "A Series of Sex Education"
小林, 壽子; 大西, 真由実; Hisako, KOBAYASHI; Mayumi, ONISHI; 鈴鹿短期大学; 鈴鹿短期大学; SUZUKA JUNIOR COLLEGE; SUZUKA JUNIOR COLLEGE
1998-01-01
It is 50 years since public sex education was adopted in Japan. Since then, remarkable and sometimes worrying changes have occurred in the attitudes of young people, particularly young women. This study reports our investigation of opinions among students from the third year of junior high school to the second year of junior college. These results will be a basis for future guidance. 1) To what extent do you think sexual intercourse may be permitted in dating? As a part of preserving friendsh...
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Matos, Francisco M; Raemer, Daniel B
2013-04-01
Physicians have an ethical duty to disclose adverse events to patients or families. Various strategies have been reported for teaching disclosure, but no instruments have been shown to be reliable for assessing them.The aims of this study were to report a structured method for teaching adverse event disclosure using mixed-realism simulation, develop and begin to validate an instrument for assessing performance, and describe the disclosure practice of anesthesiology trainees. Forty-two anesthesiology trainees participated in a 2-part exercise with mixed-realism simulation. The first part took place using a mannequin patient in a simulated operating room where trainees became enmeshed in a clinical episode that led to an adverse event and the second part in a simulated postoperative care unit where the learner is asked to disclose to a standardized patient who systematically moves through epochs of grief response. Two raters scored subjects using an assessment instrument we developed that combines a 4-element behaviorally anchored rating scale (BARS) and a 5-stage objective rating scale. The performance scores for elements within the BARS and the 5-stage instrument showed excellent interrater reliability (Cohen's κ = 0.7), appropriate range (mean range for BARS, 4.20-4.47; mean range for 5-stage instrument, 3.73-4.46), and high internal consistency (P realism simulation that engages learners in an adverse event and allows them to practice disclosure to a structured range of patient responses. We have developed a reliable 2-part instrument with strong psychometric properties for assessing disclosure performance.
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Simulation of Production Lines in the Education of Engineers: How to Choose the Right Software?
Directory of Open Access Journals (Sweden)
Rostkowska Marta
2014-12-01
Full Text Available The article discusses the problems of modeling and simulation in the design of production lines, mainly from an educator's perspective. Nowadays, there is a wide range of computer programs that can be used to design production lines and to simulate various aspects of their operation. However, the programs being available vary considerably as to their functionality, the approach to production system design, and the visualization tools. Therefore we demonstrate and evaluate in this paper four simulation programs, focusing on the easiness of system design, area of the possible applications in education of engineers, and the limitations imposed by versions dedicated for students. We evaluate three of programs for digital factory simulation on a common, simple assembly task, then demonstrate that these programs may be also used for more specialized simulations in various areas of production, and compare with a specialized program for simulation of robotised production lines and work cells.
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Philip A. Araman
1977-01-01
The design of a rough mill for the production of interior furniture parts is used to illustrate a simulation technique for analyzing and evaluating established and proposed sequential production systems. Distributions representing the real-world random characteristics of lumber, equipment feed speeds and delay times are programmed into the simulation. An example is...
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2010-10-01
... Corporation of the unused portion of the education award under its own published refund policy, or if it does... requested will be used to pay all or part of the individual's cost of attendance or other educational... difference between: (A) The individual's cost of attendance and other educational expenses; and (B) The...
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The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: A Literature Review
Bennion, Alice; Scesa, Anna; Williams, Ruth
2011-01-01
Part-time study in the UK is significant: nearly 40 per cent of higher education students study part-time. This article reports on a literature review that sought to understand the economic and social benefits of part-time study in the UK. It concludes that there are substantial and wide-ranging benefits from studying part-time. The article also…
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Two Hours of Teamwork Training Improves Teamwork in Simulated Cardiopulmonary Arrest Events.
Mahramus, Tara L; Penoyer, Daleen A; Waterval, Eugene M E; Sole, Mary L; Bowe, Eileen M
2016-01-01
Teamwork during cardiopulmonary arrest events is important for resuscitation. Teamwork improvement programs are usually lengthy. This study assessed the effectiveness of a 2-hour teamwork training program. A prospective, pretest/posttest, quasi-experimental design assessed the teamwork training program targeted to resident physicians, nurses, and respiratory therapists. Participants took part in a simulated cardiac arrest. After the simulation, participants and trained observers assessed perceptions of teamwork using the Team Emergency Assessment Measure (TEAM) tool (ratings of 0 [low] to 4 [high]). A debriefing and 45 minutes of teamwork education followed. Participants then took part in a second simulated cardiac arrest scenario. Afterward, participants and observers assessed teamwork. Seventy-three team members participated-resident physicians (25%), registered nurses (32%), and respiratory therapists (41%). The physicians had significantly less experience on code teams (P teamwork scores were 2.57 to 2.72. Participants' mean (SD) scores on the TEAM tool for the first and second simulations were 3.2 (0.5) and 3.7 (0.4), respectively (P teamwork educational intervention resulted in improved perceptions of teamwork behaviors. Participants reported interactions with other disciplines, teamwork behavior education, and debriefing sessions were beneficial for enhancing the program.
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Sun, Yanxia; Pan, Chuxiong; Li, Tianzuo; Gan, Tong J
2017-02-01
Simulation-based training (SBT) has become a standard for medical education. However, the efficacy of simulation based training in airway management education remains unclear. The aim of this study was to evaluate all published evidence comparing the effectiveness of SBT for airway management versus non-simulation based training (NSBT) on learner and patient outcomes. Systematic review with meta-analyses were used. Data were derived from PubMed, EMBASE, CINAHL, Scopus, the Cochrane Controlled Trials Register and Cochrane Database of Systematic Reviews from inception to May 2016. Published comparative trials that evaluated the effect of SBT on airway management training in compared with NSBT were considered. The effect sizes with 95% confidence intervals (CI) were calculated for outcomes measures. Seventeen eligible studies were included. SBT was associated with improved behavior performance [standardized mean difference (SMD):0.30, 95% CI: 0.06 to 0.54] in comparison with NSBT. However, the benefits of SBT were not seen in time-skill (SMD:-0.13, 95% CI: -0.82 to 0.52), written examination score (SMD: 0.39, 95% CI: -0.09 to 0.86) and success rate of procedure completion on patients [relative risk (RR): 1.26, 95% CI: 0.96 to 1.66]. SBT may be not superior to NSBT on airway management training.
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The Use of Simulation Business Games in University Education
Directory of Open Access Journals (Sweden)
Z. Birknerova
2010-11-01
Full Text Available Rapid and deep changes in economics and business environment along with the dynamic development of computer art and communication technologies represent the main factors identifying the development in the area of simulation business games. These games may be considered a strange, content-determined group of simulation games. The description of their content specialties, basic elements, and possibilities of their use are the essence of our report. In the conclusion we present a short research carried out at the Faculty of Management of the University of Prešov in Prešov where we made an investigation of the students´ opinions on the use of business games in the university educational process.
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Directory of Open Access Journals (Sweden)
Hamidreza Reihani
2015-01-01
Full Text Available Objective: In this trial, we intend to assess the effect of simulation-based education approach on advanced cardiovascular life support skills among medical students. Methods: Through convenient sampling method, 40 interns of Mashhad University of Medical Sciences in their emergency medicine rotation (from September to December 2012 participated in this study. Advanced Cardiovascular Life Support (ACLS workshops with pretest and post-test exams were performed. Workshops and checklists for pretest and post-test exams were designed according to the latest American Heart Association (AHA guidelines. Results: The total score of the students increased significantly after workshops (24.6 out of 100 to 78.6 out of 100. This demonstrates 53.9% improvement in the skills after the simulation-based education (P< 0.001. Also the mean score of each station had a significant improvement (P< 0.001. Conclusion: Pretests showed that interns had poor performance in practical clinical matters while their scientific knowledge, such as ECG interpretation was acceptable. The overall results of the study highlights that Simulation based-education approach is highly effective in Improving ACLS skills among medical students.
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A Review of Endoscopic Simulation: Current Evidence on Simulators and Curricula.
King, Neil; Kunac, Anastasia; Merchant, Aziz M
2016-01-01
Upper and lower endoscopy is an important tool that is being utilized more frequently by general surgeons. Training in therapeutic endoscopic techniques has become a mandatory requirement for general surgery residency programs in the United States. The Fundamentals of Endoscopic Surgery has been developed to train and assess competency in these advanced techniques. Simulation has been shown to increase the skill and learning curve of trainees in other surgical disciplines. Several types of endoscopy simulators are commercially available; mechanical trainers, animal based, and virtual reality or computer-based simulators all have their benefits and limitations. However they have all been shown to improve trainee's endoscopic skills. Endoscopic simulators will play a critical role as part of a comprehensive curriculum designed to train the next generation of surgeons. We reviewed recent literature related to the various types of endoscopic simulators and their use in an educational curriculum, and discuss the relevant findings. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
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Djukic, Tijana; Mandic, Vesna; Filipovic, Nenad
2013-12-01
Medical education, training and preoperative diagnostics can be drastically improved with advanced technologies, such as virtual reality. The method proposed in this paper enables medical doctors and students to visualize and manipulate three-dimensional models created from CT or MRI scans, and also to analyze the results of fluid flow simulations. Simulation of fluid flow using the finite element method is performed, in order to compute the shear stress on the artery walls. The simulation of motion through the artery is also enabled. The virtual reality system proposed here could shorten the length of training programs and make the education process more effective. © 2013 Published by Elsevier Ltd.
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AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.
Ellaway, Rachel; Masters, Ken
2008-06-01
In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical
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Gordon, James A; Hayden, Emily M; Ahmed, Rami A; Pawlowski, John B; Khoury, Kimberly N; Oriol, Nancy E
2010-02-01
Flexner wanted medical students to study at the patient bedside-a remarkable innovation in his time-so that they could apply science to clinical care under the watchful eye of senior physicians. Ever since his report, medical schools have reserved the latter years of their curricula for such an "advanced" apprenticeship, providing clinical clerkship experiences only after an initial period of instruction in basic medical sciences. Although Flexner codified the segregation of preclinical and clinical instruction, he was committed to ensuring that both domains were integrated into a modern medical education. The aspiration to fully integrate preclinical and clinical instruction continues to drive medical education reform even to this day. In this article, the authors revisit the original justification for sequential preclinical-clinical instruction and argue that modern, technology-enhanced patient simulation platforms are uniquely powerful for fostering simultaneous integration of preclinical-clinical content in a way that Flexner would have applauded. To date, medical educators tend to focus on using technology-enhanced medical simulation in clinical and postgraduate medical education; few have devoted significant attention to using immersive clinical simulation among preclinical students. The authors present an argument for the use of dynamic robot-mannequins in teaching basic medical science, and describe their experience with simulator-based preclinical instruction at Harvard Medical School. They discuss common misconceptions and barriers to the approach, describe their curricular responses to the technique, and articulate a unifying theory of cognitive and emotional learning that broadens the view of what is possible, feasible, and desirable with simulator-based medical education.
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Simulation and virtual reality in medical education and therapy: a protocol.
Roy, Michael J; Sticha, Deborah L; Kraus, Patricia L; Olsen, Dale E
2006-04-01
Continuing medical education has historically been provided primarily by didactic lectures, though adult learners prefer experiential or self-directed learning. Young physicians have extensive experience with computer-based or "video" games, priming them for medical education--and treating their patients--via new technologies. We report our use of standardized patients (SPs) to educate physicians on the diagnosis and treatment of biological and chemical warfare agent exposure. We trained professional actors to serve as SPs representing exposure to biological agents such as anthrax and smallpox. We rotated workshop participants through teaching stations to interview, examine, diagnose and treat SPs. We also trained SPs to simulate a chemical mass casualty (MASCAL) incident. Workshop participants worked together to treat MASCAL victims, followed by discussion of key teaching points. More recently, we developed computer-based simulation (CBS) modules of patients exposed to biological agents. We compare the strengths and weaknesses of CBS vs. live SPs. Finally, we detail plans for a randomized controlled trial to assess the efficacy of virtual reality (VR) exposure therapy compared to pharmacotherapy for post-traumatic stress disorder (PTSD). PTSD is associated with significant disability and healthcare costs, which may be ameliorated by the identification of more effective therapy.
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Innovations in surgery simulation: a review of past, current and future techniques
Badash, Ido; Burtt, Karen; Solorzano, Carlos A.; Carey, Joseph N.
2016-01-01
As a result of recent work-hours limitations and concerns for patient safety, innovations in extraclinical surgical simulation have become a desired part of residency education. Current simulation models, including cadaveric, animal, bench-top, virtual reality (VR) and robotic simulators are increasingly used in surgical training programs. Advances in telesurgery, three-dimensional (3D) printing, and the incorporation of patient-specific anatomy are paving the way for simulators to become int...
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Obtaining Material Data for Heat Treatment Simulation of Casr Alloy Parts with Unified Models
DEFF Research Database (Denmark)
Bellini, Anna; Thorborg, Jesper; Hattel, Jesper
2004-01-01
subjected to high temperature. In this paper a two-state variables unified model is applied in order to simulate creep behavior and time-dependent metallurgical changes. The fundamental assumption of the unified theory is that creep and viscoplasticity, which are both irreversible strains developed because...... study. The results obtained for the simulation of tensile tests and of creep tests are compared with experimental curves, showing a good agreement.......The objective of this work, which is part of the IDEAL (Integrated Development Routes for Optimized Cast Aluminium Components) project, financed by the EU in frame work 6 and born in collaboration with the automobile and foundry industries, is to simulate creep behavior of aluminum cast samples...
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Raguraman, M; Deb, A; Gupta, NK; Kharat, DK
2008-01-01
In Part I of the current two-part series, a comprehensive simulation-based study of impact of Jacketed projectiles on mild steel armour plates has been presented. Using the modelling procedures developed in Part I, a number of parametric studies have been carried out for the same mild steel plates considered in Part I and reported here in Part II. The current investigation includes determination of ballistic limits of a given target plate for different projectile diameters and impact velociti...
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Exploring Surgeons' Perceptions of the Role of Simulation in Surgical Education: A Needs Assessment
Directory of Open Access Journals (Sweden)
Marcia Clark
2011-11-01
Full Text Available Introduction: The last two decades have seen the adoption of simulation-based surgical education in various disciplines. The current study’s goal was to perform a needs assessment using the results to inform future curricular planning and needs of surgeons and learners. Methods: A survey was distributed to 26 surgeon educators and interviews were conducted with 8 of these surgeons. Analysis of survey results included reliability and descriptive statistics. Interviews were analyzed for thematic content with a constant comparison technique, developing coding and categorization of themes. Results: The survey response rate was 81%. The inter-item reliability, according to Cronbach’s alpha was 0.81 with strongest agreement for statements related to learning new skills, training new residents and the positive impact on patient safety and learning. There was less strong agreement for maintenance of skills, improving team functioning and reducing teaching in the operating room. Interview results confirmed those themes from the survey and highlighted inconsistencies for identified perceived barriers and a focus on acquisition of skills only. Interview responses specified concerns with integrating simulation into existing curricula and the need for more evaluation as a robust educational strategy. Conclusion: The findings were summarized in four themes: 1 use of simulation, 2 integration into curriculum, 3 leadership, and 4 understanding gaps in simulation use. This study exemplifies a mixed-methods approach to planning a surgical simulation program through a general needs assessment.
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Voelkel, Robert H.; Johnson, Christie W.; Gilbert, Kristen A.
2016-01-01
The purpose of this article is to present how one university incorporates immersive simulations through platforms which employ avatars to enhance graduate student understanding and learning in educational leadership programs. While using simulations and immersive virtual environments continues to grow, the literature suggests limited evidence of…
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Ireland, Aileen V
2017-01-01
Positioned within a hybrid of the human and technology, professional nursing practice has always occupied a space that is more than human. In nursing education, technology is central in providing tools with which practice knowledge is mobilized so that students can safely engage with simulated human patients without causing harm to real people. However, while there is an increased emphasis on deploying these simulated humans as emissaries from person-centred care to demonstrate what it is like to care for real humans, the nature of what is really going on in simulation-what is real and what is simulated-is very rarely discussed and poorly understood. This paper explores how elements of postcolonial critical thought can aid in understanding the challenges of educating nurses to provide person-centred care within a healthcare culture that is increasingly reliant on technology. Because nursing education is itself a hybrid of real and simulated practice, it provides an appropriate case study to explore the philosophical question of technology in healthcare discourse, particularly as it relates to the relationship between the human patient and its uncanny simulated double. Drawing on postcolonial elements such as the uncanny, diaspora, hybridity, and créolité, the hybrid conditions of nursing education are examined in order to open up new possibilities of thinking about how learning to care is entangled with this technological space to assist in shaping professional knowledge of person-centred care. Considering these issues through a postcolonial lens opens up questions about the nature of the difficulty in using simulated human technologies in clinical education, particularly with the paradoxical aim of providing person-centred care within a climate that increasingly characterized as posthuman. © 2016 John Wiley & Sons Ltd.
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Drumond Vieira, Rodrigo; da Rocha Bernardo, José Roberto; Evagorou, Maria; Florentino de Melo, Viviane
2015-05-01
In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups' presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as 'animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges' identification of the pattern 'concrete/obstacles-ideological/possibilities' in the groups' responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers' argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.
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Cook, David A; Hamstra, Stanley J; Brydges, Ryan; Zendejas, Benjamin; Szostek, Jason H; Wang, Amy T; Erwin, Patricia J; Hatala, Rose
2013-01-01
Although technology-enhanced simulation is increasingly used in health professions education, features of effective simulation-based instructional design remain uncertain. Evaluate the effectiveness of instructional design features through a systematic review of studies comparing different simulation-based interventions. We systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. We included original research studies that compared one simulation intervention with another and involved health professions learners. Working in duplicate, we evaluated study quality and abstracted information on learners, outcomes, and instructional design features. We pooled results using random effects meta-analysis. From a pool of 10,903 articles we identified 289 eligible studies enrolling 18,971 trainees, including 208 randomized trials. Inconsistency was usually large (I2 > 50%). For skills outcomes, pooled effect sizes (positive numbers favoring the instructional design feature) were 0.68 for range of difficulty (20 studies; p simulation-based education.
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Ghobrial, George M; Anderson, Paul A; Chitale, Rohan; Campbell, Peter G; Lobel, Darlene A; Harrop, James
2013-10-01
In the era of surgical resident work hour restrictions, the traditional apprenticeship model may provide fewer hours for neurosurgical residents to hone technical skills. Spinal dura mater closure or repair is 1 skill that is infrequently encountered, and persistent cerebrospinal fluid leaks are a potential morbidity. To establish an educational curriculum to train residents in spinal dura mater closure with a novel durotomy repair model. The Congress of Neurological Surgeons has developed a simulation-based model for durotomy closure with the ongoing efforts of their simulation educational committee. The core curriculum consists of didactic training materials and a technical simulation model of dural repair for the lumbar spine. Didactic pretest scores ranged from 4/11 (36%) to 10/11 (91%). Posttest scores ranged from 8/11 (73%) to 11/11 (100%). Overall, didactic improvements were demonstrated by all participants, with a mean improvement between pre- and posttest scores of 1.17 (18.5%; P = .02). The technical component consisted of 11 durotomy closures by 6 participants, where 4 participants performed multiple durotomies. Mean time to closure of the durotomy ranged from 490 to 546 seconds in the first and second closures, respectively (P = .66), whereby the median leak rate improved from 14 to 7 (P = .34). There were also demonstrative technical improvements by all. Simulated spinal dura mater repair appears to be a potentially valuable tool in the education of neurosurgery residents. The combination of a didactic and technical assessment appears to be synergistic in terms of educational development.
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Transforming an educational virtual reality simulation into a work of fine art.
Panaiotis; Addison, Laura; Vergara, Víctor M; Hakamata, Takeshi; Alverson, Dale C; Saiki, Stanley M; Caudell, Thomas Preston
2008-01-01
This paper outlines user interface and interaction issues, technical considerations, and problems encountered in transforming an educational VR simulation of a reified kidney nephron into an interactive artwork appropriate for a fine arts museum.
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Seguino, Alessandro; Seguino, Ferruccio; Eleuteri, Antonio; Rhind, Susan M
2014-01-01
Veterinary surgeons working on farms and food-processing establishments play a fundamental role in safeguarding both public health and the welfare of animals under their care. An essential part of veterinary public health (VPH) undergraduate training in the UK involves students undertaking placements within abattoirs, a practice that remains vital to the educational experience of future veterinary professionals. However, several issues have adversely affected the ability of students to gain such extramural placements. For this reason, the Virtual Slaughterhouse Simulator (VSS) was developed to strengthen and enhance undergraduate VPH teaching at the Royal (Dick) School of Veterinary Studies, enabling students to explore a realistic abattoir work environment with embedded educational activities. The aim of this research project was to evaluate the VSS as a teaching and learning tool for training and educating veterinary students. Ninety-eight final-year veterinary students engaged with the prototype VSS, followed by assessment of their knowledge and behavior when faced with a "real-life" abattoir situation. Further evaluation of their experiences with the VSS was carried out using questionnaires and focus groups. The results of this investigation show that there is the potential for the VSS to enhance the student learning experience in basic abattoir procedures. This innovative tool provides a visually based learning resource that can support traditional lectures and practical classes and can also be used to stimulate interactive problem-solving activities embedded in the relevant context.
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The use of digital games and simulators in veterinary education: an overview with examples.
de Bie, M H; Lipman, L J A
2012-01-01
In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)-varying from simple interactive computer board games to more complex virtual simulation strategies-will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away. Technological developments in the future might diminish the limitations and stumbling blocks that currently exist. Consequently, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning.
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Enhancing Student’s Understanding in Entrepreneurship Through Business Plan Simulation
Directory of Open Access Journals (Sweden)
Guzairy M.
2018-01-01
Full Text Available Business Plan is an important document for entrepreneurs to guide them managing their business. Business Plan also assist the entrepreneur to strategies their business and manage future growth. That is why Malaysian government has foster all Higher Education Provider to set entrepreneurship education as compulsory course. One of the entrepreneurship education learning outcome is the student can write effective business plan. This study focused on enhancing student’s understanding in entrepreneurship through business plan simulation. This study also considers which of the factor that most facilitate the business simulation that help the student to prepare effective business plan. The methodology of this study using quantitative approach with pre-and post-research design. 114 students take part as respondent in the business simulation and answer quantitative survey pre-question and post question. The crucial findings of this study are student characteristic factor after playing the simulation contribute much on facilitate business plan learning. The result has shown that the business plan simulation can enhance undergraduate student in understanding entrepreneurship by preparing effective business plan before opening new startup.
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SIMULATION AS PART OF INDUSTRIAL PRACTICE
Directory of Open Access Journals (Sweden)
Miriam Pekarčíková
2015-06-01
Full Text Available Article discusses the simulation as an efficient scientific method of problem solving in industrial practice. It creates an overview of the simulation program means used in industrial practice and creates an overview of tools for discrete, continuous, and combined.
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Rutherford-Hemming, Tonya; Nye, Carla; Coram, Cathy
2016-02-01
The National Organization for Nurse Practitioner Faculty (NONPF) does not allow simulation to be used in lieu of traditional clinical hours. The NONPF cites a lack of empirical evidence related to learning outcomes with simulation as rationale for its stance. The purpose of this systematic review was to search, extract, appraise, and synthesize research related to the use of simulation in Nurse Practitioner (NP) education in order to answer the two following questions: 1) What research related to simulation in NP education has emerged in the literature between 2010 and April 2015?, and 2) Of the research studies that have emerged, what level of Kirkpatrick's Training Evaluation Model (1994) is evaluated? This review was reported in line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A literature search was completed in PubMed and CINAHL using a combination of medical subject headings, or Mesh terms, as well as keywords to retrieve non-indexed citations. The inclusion criteria for this review were broad in order to disseminate information on future research needed. The review considered studies related to NP education that included any form of simulation intervention, e.g. role-playing and standardized patients. The review considered studies that described original research, but no other design restrictions were imposed. The review was limited to studies published in the English language. The database search strategy yielded 198 citations. These results were narrowed down to 15 studies based on identified inclusion criteria. There is a lack of empirical evidence in the literature to support using simulation in lieu of direct patient care clinical hours in NP education. The evidence in this systematic review affirms NONPF's statement. Five years after the inception of NONPF's position statement, research to support learning outcomes with simulation in nurse practitioner education remains lacking. There is a need to produce rigorous
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Vandyk, Amanda D; Lalonde, Michelle; Merali, Sabrina; Wright, Erica; Bajnok, Irmajean; Davies, Barbara
2018-04-01
Evidence on the use of simulation to teach psychiatry and mental health (including addiction) content is emerging, yet no summary of the implementation processes or associated outcomes exists. The aim of this study was to systematically search and review empirical literature on the use of psychiatry-focused simulation in undergraduate nursing education. Objectives were to (i) assess the methodological quality of existing evidence on the use of simulation to teach mental health content to undergraduate nursing students, (ii) describe the operationalization of the simulations, and (iii) summarize the associated quantitative and qualitative outcomes. We conducted online database (MEDLINE, Embase, ERIC, CINAHL, PsycINFO from January 2004 to October 2015) and grey literature searches. Thirty-two simulation studies were identified describing and evaluating six types of simulations (standardized patients, audio simulations, high-fidelity simulators, virtual world, multimodal, and tabletop). Overall, 2724 participants were included in the studies. Studies reflected a limited number of intervention designs, and outcomes were evaluated with qualitative and quantitative methods incorporating a variety of tools. Results indicated that simulation was effective in reducing student anxiety and improving their knowledge, empathy, communication, and confidence. The summarized qualitative findings all supported the benefit of simulation; however, more research is needed to assess the comparative effectiveness of the types of simulations. Recommendations from the findings include the development of guidelines for educators to deliver each simulation component (briefing, active simulation, debriefing). Finally, consensus around appropriate training of facilitators is needed, as is consistent and agreed upon simulation terminology. © 2017 Australian College of Mental Health Nurses Inc.
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Nursing Students' Experiential Learning Processes Using an Online 3D Simulation Game
Koivisto, Jaana-Maija; Niemi, Hannele; Multisilta, Jari; Eriksson, Elina
2017-01-01
The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and…
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Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel
2016-01-01
In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving…
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MacKinnon, Karen; Marcellus, Lenora; Rivers, Julie; Gordon, Carol; Ryan, Maureen; Butcher, Diane
2015-01-01
The overall aim of this systematic review is to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate or pre-registration nursing students in educational settings to inform curriculum decision-making.1. What are the experiences of nursing or health professional students participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings?2. What are the experiences of educators participating in undergraduate or pre-licensure maternal-child simulation-based learning in educational settings?3. What teaching and learning practices in maternal-child simulation-based learning are considered appropriate and meaningful by students and educators? Maternal-child care is one of the pillars of primary health care. Health promotion and illness/ injury prevention begin in the preconception period and continue through pregnancy, birth, the postpartum period and the childrearing years. Thus, lifelong wellness is promoted across the continuum of perinatal and pediatric care which influences family health and early child development. Registered nurses (RNs) are expected to have the knowledge and skills needed to provide evidence-based nursing with childbearing and child-rearing families to promote health and address health inequities in many settings, including inner city, rural, northern, indigenous and global communities. The Canadian Maternity Experiences survey and the Report by the Advisor on Healthy Children and Youth provide information on current shortages of perinatal and child health care providers and stress the importance of the role of nurses as providers of rural and remote care. From a global health perspective, continued concern with both perinatal and child health morbidities and mortalities highlight the importance of maintaining and strengthening the presence of maternal and child health learning opportunities within undergraduate nursing curriculum.Despite this
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Simulations, serious games and their applications
Goei, Sui
2014-01-01
This book presents the state of the art technology in Serious Games which is driven extensive by applications and research in simulation. The topics in this book include: (1) Fashion simulation; (2) Chinese calligraphy ink diffusion simulation; (3) Rehabilitation (4) Long vehicle turning simulation; (5) Marine traffic conflict control; (6) CNC simulation; (7) Special needs education. The book also addresses the fundamental issues in Simulation and Serious Games such as rapid collision detection, game engines or game development platforms. The target audience for this book includes scientists, engineers and practitioners involved in the field of Serious Games and Simulation. The major part of this book comprises of papers presented at the 2012 Asia-Europe Workshop on Serious Games and Simulation held in Nanyang Technological University, Singapore (May 9, 2012). All the contributions have been peer reviewed and by scientific committee members with report about quality, content and originality.
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DEFF Research Database (Denmark)
Guerrier, Patrick; Tosello, Guido; Hattel, Jesper Henri
2014-01-01
Process analysis and simulations on molding experiments of 3D thin shell parts have been conducted. Moldings were carried out with polyoxymethylene (POM). The moldings were performed with cavity pressure sensors in order to compare experimental process results with simulations. The warpage...... was characterized by measuring distances using a tactile coordinate measuring machine (CMM). Molding simulations have been executed taking into account actual processing conditions. Various aspects have been considered in the simulation: machine barrel geometry, injection speed profiles, cavity injection pressure......, melt and mold temperatures, material rheological and pvT characterization. Factors investigated for comparisons were: injection pressure profile, short shots length, flow pattern, and warpage. A reliable molding experimental database was obtained, accurate simulations were conducted and a number...
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Interactive Media and Simulation Tools for Technical Training
Gramoll, Kurt
1997-01-01
Over the last several years, integration of multiple media sources into a single information system has been rapidly developing. It has been found that when sound, graphics, text, animations, and simulations are skillfully integrated, the sum of the parts exceeds the individual parts for effective learning. In addition, simulations can be used to design and understand complex engineering processes. With the recent introduction of many high-level authoring, animation, modeling, and rendering programs for personal computers, significant multimedia programs can be developed by practicing engineers, scientists and even managers for both training and education. However, even with these new tools, a considerable amount of time is required to produce an interactive multimedia program. The development of both CD-ROM and Web-based programs are discussed in addition to the use of technically oriented animations. Also examined are various multimedia development tools and how they are used to develop effective engineering education courseware. Demonstrations of actual programs in engineering mechanics are shown.
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Emulating Upper Limb Disorder for Therapy Education
Directory of Open Access Journals (Sweden)
Noor Ayuni binti Che Zakaria
2014-11-01
Full Text Available Robotics not only contributes to the invention of rehabilitation devices, it can also enhance the quality of medical education. In recent years, the use of patient simulators and part-task trainers in the medical education field has brought meaningful improvements in the training of medical practitioners. Nevertheless, in the context of therapy training for upper limb disorders, trainee therapists still have to engage directly with the patients to gain experience of the rehabilitation of physical diseases. In this work, a high-fidelity part-task trainer that is able to reproduce the stiffness of spasticity and rigidity symptoms of the upper limb, such as those observed in post-stroke patients and Parkinson's disease patients, has been developed. Based on the evaluation carried out by two experienced therapists, the developed part-task trainer is able to simulate different patient cases and help trainee therapists gain pre-clinical experience in a safe and intuitive learning environment.
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Lieberman, Lauren; Lucas, Mark; Jones, Jeffery; Humphreys, Dan; Cody, Ann; Vaughn, Bev; Storms, Tommie
2013-01-01
"Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part IV--Sport Groups" provides the the following articles: (1) "Sport Programming Offered by Camp Abilities and the United States Association for Blind Athletes" (Lauren Lieberman and Mark…
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Rainfall simulation in education
Peters, Piet; Baartman, Jantiene; Gooren, Harm; Keesstra, Saskia
2016-04-01
Rainfall simulation has become an important method for the assessment of soil erosion and soil hydrological processes. For students, rainfall simulation offers an year-round, attractive and active way of experiencing water erosion, while not being dependent on (outdoors) weather conditions. Moreover, using rainfall simulation devices, they can play around with different conditions, including rainfall duration, intensity, soil type, soil cover, soil and water conservation measures, etc. and evaluate their effect on erosion and sediment transport. Rainfall simulators differ in design and scale. At Wageningen University, both BSc and MSc student of the curriculum 'International Land and Water Management' work with different types of rainfall simulation devices in three courses: - A mini rainfall simulator (0.0625m2) is used in the BSc level course 'Introduction to Land Degradation and Remediation'. Groups of students take the mini rainfall simulator with them to a nearby field location and test it for different soil types, varying from clay to more sandy, slope angles and vegetation or litter cover. The groups decide among themselves which factors they want to test and they compare their results and discuss advantage and disadvantage of the mini-rainfall simulator. - A medium sized rainfall simulator (0.238 m2) is used in the MSc level course 'Sustainable Land and Water Management', which is a field practical in Eastern Spain. In this course, a group of students has to develop their own research project and design their field measurement campaign using the transportable rainfall simulator. - Wageningen University has its own large rainfall simulation laboratory, in which a 15 m2 rainfall simulation facility is available for research. In the BSc level course 'Land and Water Engineering' Student groups will build slopes in the rainfall simulator in specially prepared containers. Aim is to experience the behaviour of different soil types or slope angles when (heavy) rain
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McLean, Scott; Rollwagen, Heather
2010-01-01
Part-time students have accounted for a significant proportion of rising participation in higher education in many countries. The objectives of this paper are to enrich the empirical literature concerning the inclusion of part-time adult learners in higher education, and to assess the two competing theoretical frameworks that have emerged to…
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Jiang, Guanchao; Chen, Hong; Wang, Qiming; Chi, Baorong; He, Qingnan; Xiao, Haipeng; Zhou, Qinghuan; Liu, Jing; Wang, Shan
2016-01-01
The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%). The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China.
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Ma, Irene W Y; Brindle, Mary E; Ronksley, Paul E; Lorenzetti, Diane L; Sauve, Reg S; Ghali, William A
2011-09-01
Central venous catheterization (CVC) is increasingly taught by simulation. The authors reviewed the literature on the effects of simulation training in CVC on learner and clinical outcomes. The authors searched computerized databases (1950 to May 2010), reference lists, and considered studies with a control group (without simulation education intervention). Two independent assessors reviewed the retrieved citations. Independent data abstraction was performed on study design, study quality score, learner characteristics, sample size, components of interventional curriculum, outcomes assessed, and method of assessment. Learner outcomes included performance measures on simulators, knowledge, and confidence. Patient outcomes included number of needle passes, arterial puncture, pneumothorax, and catheter-related infections. Twenty studies were identified. Simulation-based education was associated with significant improvements in learner outcomes: performance on simulators (standardized mean difference [SMD] 0.60 [95% CI 0.45 to 0.76]), knowledge (SMD 0.60 [95% CI 0.35 to 0.84]), and confidence (SMD 0.41 [95% CI 0.30 to 0.53] for studies with single-group pretest and posttest design; SMD 0.52 (95% CI 0.23 to 0.81) for studies with nonrandomized, two-group design). Furthermore, simulation-based education was associated with improved patient outcomes, including fewer needle passes (SMD -0.58 [95% CI -0.95 to -0.20]), and pneumothorax (relative risk 0.62 [95% CI 0.40 to 0.97]), for studies with nonrandomized, two-group design. However, simulation-based training was not associated with a significant reduction in risk of either arterial puncture or catheter-related infections. Despite some limitations in the literature reviewed, evidence suggests that simulation-based education for CVC provides benefits in learner and select clinical outcomes.
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EL USO DE LAS SIMULACIONES EN EDUCACIÓN MÉDICA SIMULATION IN MEDICAL EDUCATION
Directory of Open Access Journals (Sweden)
Jorge L. Palés Argullós
2010-06-01
Full Text Available En los últimos 20 años estamos asistiendo de forma progresiva al uso generalizado de las simulaciones en la formación de los médicos y de otros profesionales de las ciencias de la salud, en las diferentes etapas de su continuum educativo (grado, postgrado y formación continua. Tanto es así que ha surgido el concepto de la educación médica basada en las simulaciones, reconocida actualmente como una ayuda fundamental para asegurar el aprendizaje del estudiante y del médico y para mejorar la seguridad del paciente. En este artículo describiremos las razones por las que surge y se desarrolla esta nueva metodología, sus ventajas, los diferentes modelos y recursos disponibles en la actualidad y las características de los denominados centros de simulación o de habilidades clínicas que se han ido desarrollando en todo el mundo, en los cuales se lleva a cabo esta nueva modalidad de enseñanza médica. Así mismo trataremos brevemente la situación en nuestro país y finalmente nos referiremos a los principios en los que se basa un desarrollo adecuado de la educación médica basada en las simulaciones. In last twenty years, we are seeing increasingly widespread use of simulations in the training of doctors and other professionals of health sciences at the different stages of their educational continuum (undergraduate, postgraduate and continuing medical education. So much so that the concept of simulations-based medical education has emerged and it is now recognized as a vital tool to ensure the learning of medical students and doctors, and to improve patient safety. This article will describe the reasons for the introduction and development of this new methodology, its advantages and the different models and currently available resources. We will describe also the characteristics of so-called simulation centres or clinical skills laboratories that have been developed worldwide, where the simulation-based medical education take place
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Al-Ghareeb, Amal Z; Cooper, Simon J
2016-01-01
This integrative review identified, critically appraised and synthesised the existing evidence on the barriers and enablers to using high-fidelity human patient simulator manikins (HPSMs) in undergraduate nursing education. In nursing education, specifically at the undergraduate level, a range of low to high-fidelity simulations have been used as teaching aids. However, nursing educators encounter challenges when introducing new teaching methods or technology, despite the prevalence of high-fidelity HPSMs in nursing education. An integrative review adapted a systematic approach. Medline, CINAHL plus, ERIC, PsychINFO, EMBASE, SCOPUS, Science Direct, Cochrane database, Joanna Brigge Institute, ProQuest, California Simulation Alliance, Simulation Innovative Recourses Center and the search engine Google Scholar were searched. Keywords were selected and specific inclusion/exclusion criteria were applied. The review included all research designs for papers published between 2000 and 2015 that identified the barriers and enablers to using high-fidelity HPSMs in undergraduate nursing education. Studies were appraised using the Critical Appraisal Skills Programme criteria. Thematic analysis was undertaken and emergent themes were extracted. Twenty-one studies were included in the review. These studies adopted quasi-experimental, prospective non-experimental and descriptive designs. Ten barriers were identified, including "lack of time," "fear of technology" and "workload issues." Seven enablers were identified, including "faculty training," "administrative support" and a "dedicated simulation coordinator." Barriers to simulation relate specifically to the complex technologies inherent in high-fidelity HPSMs approaches. Strategic approaches that support up-skilling and provide dedicated technological support may overcome these barriers. Copyright © 2015 Elsevier Ltd. All rights reserved.
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Energy Technology Data Exchange (ETDEWEB)
Harby, A.; Bakken, T.H.
1994-05-01
This report describes a part of the testing of a computer simulator for river systems. The simulator can be used to simulate how a river system is affected by various types of exploitation and will be especially useful for consequence analyses. The simulator has been tested on three river systems in Norway. Being one of 17 reports on the complete testing, this report concentrates on the flood conditions in the lower parts of the river Stjoerdalselva. This area is flat farm land with some risk of floods. The simulation model used is HEC-2 and should not be used if the flow pattern changes from subcritical to supercriticle flow. 3 refs., 2 figs., 3 tabs.
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International Nuclear Information System (INIS)
Ragan, P.; Fueloep, M.
2008-01-01
The basic requirements for a representative part of the body for placing a personal dosimeter are to provide a reliable approximation of an effective dose for almost all practical situations, independent of type, energy and incident angle of radiation and with prescribed overall accuracy. For quite a lot of situations it is a problem to find such a place, e. g. using a lead apron is a situation where it is important to make a correct decision for placing the personal dosimeter. For the dosimeter on the apron the dose is highly overestimated and the measured dose under the apron underestimates the estimate of the effective dose. To solve the problem can help Monte Carlo simulations using a mathematical phantom of a human body with and without lead apron. Doses in organs and tissues as results of MC simulations are used to determine a fraction of the effective dose for unshielded parts of the body (hands, legs, head, etc. ) in comparison with simulations without the apron. The mathematical phantom of the human body was used for the simulation of a patient and a physician in a geometry, where the physician is at a thigh of the patient and a scattered radiation is impinging obliquely from the front to the left hand of the body of physician. (authors)
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Simulation-based Serious Games for Science Education and teacher assessment
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Seungho Baek
2016-09-01
Full Text Available This paper presents serious games developed for the science subject in elementary and middle schools, specifically on the three topics of “Force and Motion,” “State Change of Water,” and “Earth and Moon.” The PC game “Force and Motion” implemented frictional/gravitational/magnetic force simulations, in the mobile game “State Change of Water,” particle-based fluid simulations were implemented, and in the PC- and mobile-based multi-platform game “Earth and Moon,” a solar system simulation was implemented. In order to find out the essential components for the science educational games, the components of each topic were thoroughly analyzed, and then a game-based curriculum was developed for the components classified as having high- or mid-level difficulties in both teaching and learning. Based on the curriculum, the three games were created. The games were evaluated by elementary and middle school teachers, and the evaluation results showed that simulation-based serious games are promising tools for improving learning effects in science-related subjects.
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Graphics Education Survey. Part II.
Ernst, Sandra B.
After a 1977 survey reflected the importance of graphics education for news students, a study was developed to investigate the state of graphics education in the whole field of journalism. A questionnaire was sent to professors and administrators in four print-oriented professional fields of education: magazine, advertising, public relations, and…
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Directory of Open Access Journals (Sweden)
Marian Luctkar-Flude
2010-11-01
Full Text Available Marian Luctkar-Flude1, Cynthia Baker1, Cheryl Pulling1, Robert McGraw2, Damon Dagnone2, Jennifer Medves1, Carly Turner-Kelly11School of Nursing, Queen’s University, Kingston, Ontario, Canada; 2School of Medicine, Queen’s University, Kingston, Ontario, CanadaPurpose: Interprofessional (IP collaboration during cardiac resuscitation is essential and contributes to patient wellbeing. The purpose of this study is to evaluate an innovative simulation-based IP educational module for undergraduate nursing and medical students on cardiac resuscitation skills.Methods: Nursing and medical trainees participated in a new cardiac resuscitation curriculum involving a 2-hour IP foundational cardiac resuscitation skills lab, followed by three 2-hour IP simulation sessions. Control group participants attended the existing two 2-hour IP simulation sessions. Study respondents (N = 71 completed a survey regarding their confidence performing cardiac resuscitation skills and their perceptions of IP collaboration.Results: Despite a consistent positive trend, only one out of 17 quantitative survey items were significantly improved for learners in the new curriculum. They were more likely to report feeling confident managing the airway during cardiac resuscitation (P = 0.001. Overall, quantitative results suggest that senior nursing and medical students were comfortable with IP communication and teamwork and confident with cardiac resuscitation skills. There were no significant differences between nursing students’ and medical students’ results. Through qualitative feedback, participants reported feeling comfortable learning with students from other professions and found value in the IP simulation sessions.Conclusion: Results from this study will inform ongoing restructuring of the IP cardiac resuscitation skills simulation module as defined by the action research process. Specific improvements that are suggested by these findings include strengthening the team
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The Motivations and Outcomes of Studying for Part-Time Mature Students in Higher Education
Swain, Jon; Hammond, Cathie
2011-01-01
This paper examines the motivations and outcomes for mature students who study part-time in higher education (HE) in the UK. Although many students in HE are mature part-time learners, they have not been the specific focus of much research or policy interest. In-depth narrative interviews were carried out with 18 graduates who had studied…
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Breimer, Gerben E.; Haji, Faizal A.; Bodani, Vivek; Cunningham, Melissa S.; Lopez-Rios, Adriana-Lucia; Okrainec, Allan; Drake, James M.
BACKGROUND: The relative educational benefits of virtual reality (VR) and physical simulation models for endoscopic third ventriculostomy (ETV) have not been evaluated "head to head." OBJECTIVE: To compare and identify the relative utility of a physical and VR ETV simulation model for use in
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Improving Statistics Education through Simulations: The Case of the Sampling Distribution.
Earley, Mark A.
This paper presents a summary of action research investigating statistics students' understandings of the sampling distribution of the mean. With four sections of an introductory Statistics in Education course (n=98 students), a computer simulation activity (R. delMas, J. Garfield, and B. Chance, 1999) was implemented and evaluated to show…
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Simulation in Occupational Therapy Curricula: A literature review.
Bennett, Sally; Rodger, Sylvia; Fitzgerald, Cate; Gibson, Libby
2017-08-01
Simulated learning experiences are increasingly being used in health-care education to enhance student engagement and provide experiences that reflect clinical practice; however, simulation has not been widely investigated in occupational therapy curricula. The aim of this paper was to: (i) describe the existing research about the use and evaluation of simulation over the last three decades in occupational therapy curricula and (ii) consider how simulation has been used to develop competence in students. A literature review was undertaken with searches of MEDLINE, CINAHL and ERIC to locate articles that described or evaluated the use of simulation in occupational therapy curricula. Fifty-seven papers were identified. Occupational therapy educators have used the full scope of simulation modalities, including written case studies (22), standardised patients (13), video case studies (15), computer-based and virtual reality cases (7), role-play (8) and mannequins and part-task trainers (4). Ten studies used combinations of these modalities and two papers compared modalities. Most papers described the use of simulation for foundational courses, as for preparation for fieldwork, and to address competencies necessary for newly graduating therapists. The majority of studies were descriptive, used pre-post design, or were student's perceptions of the value of simulation. Simulation-based education has been used for a wide range of purposes in occupational therapy curricula and appears to be well received. Randomised controlled trials are needed to more accurately understand the effects of simulation not just for occupational therapy students but for longer term outcomes in clinical practice. © 2017 Occupational Therapy Australia.
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Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.
2011-01-01
This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…
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Designing and using computer simulations in medical education and training: an introduction.
Friedl, Karl E; O'Neil, Harold F
2013-10-01
Computer-based technologies informed by the science of learning are becoming increasingly prevalent in education and training. For the Department of Defense (DoD), this presents a great potential advantage to the effective preparation of a new generation of technologically enabled service members. Military medicine has broad education and training challenges ranging from first aid and personal protective skills for every service member to specialized combat medic training; many of these challenges can be met with gaming and simulation technologies that this new generation has embraced. However, comprehensive use of medical games and simulation to augment expert mentorship is still limited to elite medical provider training programs, but can be expected to become broadly used in the training of first responders and allied health care providers. The purpose of this supplement is to review the use of computer games and simulation to teach and assess medical knowledge and skills. This review and other DoD research policy sources will form the basis for development of a research and development road map and guidelines for use of this technology in military medicine. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
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Butler, Bennet A; Lawton, Cort D; Burgess, Jamie; Balderama, Earvin S; Barsness, Katherine A; Sarwark, John F
2017-12-06
Simulation-based education has been integrated into many orthopaedic residency programs to augment traditional teaching models. Here we describe the development and implementation of a combined didactic and simulation-based course for teaching medical students and interns how to properly perform a closed reduction and percutaneous pinning of a pediatric supracondylar humeral fracture. Subjects included in the study were either orthopaedic surgery interns or subinterns at our institution. Subjects all completed a combined didactic and simulation-based course on pediatric supracondylar humeral fractures. The first part of this course was an electronic (e)-learning module that the subjects could complete at home in approximately 40 minutes. The second part of the course was a 20-minute simulation-based skills learning session completed in the simulation center. Subject knowledge of closed reduction and percutaneous pinning of supracondylar humeral fractures was tested using a 30-question, multiple-choice, written test. Surgical skills were tested in the operating room or in a simulated operating room. Subject pre-intervention and post-intervention scores were compared to determine if and how much they had improved. A total of 21 subjects were tested. These subjects significantly improved their scores on both the written, multiple-choice test and skills test after completing the combined didactic and simulation module. Prior to the module, intern and subintern multiple-choice test scores were significantly worse than postgraduate year (PGY)-2 to PGY-5 resident scores (p < 0.01); after completion of the module, there was no significant difference in the multiple-choice test scores. After completing the module, there was no significant difference in skills test scores between interns and PGY-2 to PGY-5 residents. Both tests were validated using the scores obtained from PGY-2 to PGY-5 residents. Our combined didactic and simulation course significantly improved intern and
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Schroedl, Clara J; Corbridge, Thomas C; Cohen, Elaine R; Fakhran, Sherene S; Schimmel, Daniel; McGaghie, William C; Wayne, Diane B
2012-04-01
The purpose of this study is to determine the effect of simulation-based education on the knowledge and skills of internal medicine residents in the medical intensive care unit (MICU). From January 2009 to January 2010, 60 first-year residents at a tertiary care teaching hospital were randomized by month of rotation to an intervention group (simulator-trained, n = 26) and a control group (traditionally trained, n = 34). Simulator-trained residents completed 4 hours of simulation-based education before their medical intensive care unit (MICU) rotation. Topics included circulatory shock, respiratory failure, and mechanical ventilation. After their rotation, residents completed a standardized bedside skills assessment using a 14-item checklist regarding respiratory mechanics, ventilator settings, and circulatory parameters. Performance of simulator-trained and traditionally trained residents was compared using a 2-tailed independent-samples t test. Simulator-trained residents scored significantly higher on the bedside skills assessment compared with traditionally trained residents (82.5% ± 10.6% vs 74.8% ± 14.1%, P = .027). Simulator-trained residents were highly satisfied with the simulation curriculum. Simulation-based education significantly improved resident knowledge and skill in the MICU. Knowledge acquired in the simulated environment was transferred to improved bedside skills caring for MICU patients. Simulation-based education is a valuable adjunct to standard clinical training for residents in the MICU. Copyright © 2012 Elsevier Inc. All rights reserved.
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Anaesthesia and Intensive Care Residents’ Perception of Simulation Training in Four Romanian Centres
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Vasian Horațiu N
2017-02-01
Full Text Available Introduction: Simulation training offers an opportunity to educate anaesthesia and intensive care (AIC residents safely. At present, it is not yet a mandatory part of residency curriculum.
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Rothen, Christina
2016-01-01
This paper analyses the formation and development of educational research institutions within the educational administration using the example of four research institutions in the French-speaking part of Switzerland. The analysis gives insight into the institutionalisation process of education research outside the university with special focus on…
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Peterson-Ahmad, Maria
2018-01-01
To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way…
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Possibilities and importance of using computer games and simulations in educational process
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Danilović Mirčeta S.
2003-01-01
Full Text Available The paper discusses if it is possible and appropriate to use simulations (simulation games and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players and the properties of simulation (i.e. operational presentation of reality should be understood as simulation games, where role-play constitutes their essence and basis. In those games the student assumes a new identity, identifies himself with another personality and responds similarly. Game rules are basic and most important conditions for its existence, accomplishment and goal achievement. Games and simulations make possible for a student to acquire experience and practice i.e. to do exercises in nearly similar or identical life situations, to develop cognitive and psycho-motor abilities and skills, to acquire knowledge, to develop, create and change attitudes and value criteria, and to develop perception of other people’s feelings and attitudes. It is obligatory for the teacher to conduct preparations to use and apply simulation games in the process of teaching.
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Lehmann, K S; Gröne, J; Lauscher, J C; Ritz, J-P; Holmer, C; Pohlen, U; Buhr, H-J
2012-04-01
Training and simulation are gaining importance in surgical education. Today, virtual reality surgery simulators provide sophisticated laparoscopic training scenarios and offer detailed assessment methods. This also makes simulators interesting for the application in surgical skills courses. The aim of the current study was to assess the suitability of a virtual surgery simulator for training and assessment in an established surgical training course. The study was conducted during the annual "Practical Course for Visceral Surgery" (Warnemuende, Germany). 36 of 108 course participants were assigned at random for the study. Training was conducted in 15 sessions over 5 days with 4 identical virtual surgery simulators (LapSim) and 2 standardised training tasks. The simulator measured 16 individual parameters and calculated 2 scores. Questionnaires were used to assess the test persons' laparoscopic experience, their training situation and the acceptance of the simulator training. Data were analysed with non-parametric tests. A subgroup analysis for laparoscopic experience was conducted in order to assess the simulator's construct validity and assessment capabilities. Median age was 32 (27 - 41) years; median professional experience was 3 (1 - 11) years. Typical laparoscopic learning curves with initial significant improvements and a subsequent plateau phase were measured over 5 days. The individual training sessions exhibited a rhythmic variability in the training results. A shorter night's sleep led to a marked drop in performance. The participants' different experience levels could clearly be discriminated ( ≤ 20 vs. > 20 laparoscopic operations; p ≤ 0.001). The questionnaire showed that the majority of the participants had limited training opportunities in their hospitals. The simulator training was very well accepted. However, the participants severely misjudged the real costs of the simulators that were used. The learning curve on the
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Why Don't They Catch the Baby? A Study of a Simulation of a Critical Incident in Police Education
Sjöberg, David
2014-01-01
Vocational education should prepare students for the professional demands of the work. In police education, one way to accomplish this is to simulate specific situations so that students may develop professional knowledge. This article aims to increase the understanding of how simulations support learning of knowledge and skills by investigating…
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Vargas, Carlos; Sierra, Juan; Posada, Juan; Botero-Cadavid, Juan F.
2017-01-01
ABSTRACT The injection molding process is the most widely used processing technique for polymers. The analysis of residual stresses generated during this process is crucial for the part quality assessment. The present study evaluates the residual stresses in a tensile strength specimen using the simulation software Moldex3D for two polymers, polypropylene and polycarbonate. The residual stresses obtained under a simulated design of experiment were modeled using a robust multivariable regressi...
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Directory of Open Access Journals (Sweden)
Guanchao Jiang
2016-02-01
Full Text Available Background: The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Methods: Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. Results: The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%, updated the curriculum model and instructional methods (79.8%, strengthened faculty development (84.0%, improved educational resources (82.1%, and benefited all students (53.4%. Conclusions: The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China.
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Bayouth, Lilly; Ashley, Sarah; Brady, Jackie; Lake, Bryan; Keeter, Morgan; Schiller, David; Robey, Walter C; Charles, Stephen; Beasley, Kari M; Toschlog, Eric A; Longshore, Shannon W
2018-02-01
Outcome disparities between urban and rural pediatric trauma patients persist, despite regionalization of trauma systems. Rural patients are initially transported to the nearest emergency department (ED), where pediatric care is infrequent. We aim to identify educational intervention targets and increase provider experience via pediatric trauma simulation. Prospective study of simulation-based pediatric trauma resuscitation was performed at three community EDs. Level one trauma center providers facilitated simulations, providing educational feedback. Provider performance comfort and skill with tasks essential to initial trauma care were assessed, comparing pre-/postsimulations. Primary outcomes were: 1) improved comfort performing skills, and 2) team performance during resuscitation. Provider comfort with the following improved (p-values education improves provider comfort and performance. Comparison of patient outcomes to evaluate improvement in pediatric trauma care is warranted. IV. Copyright © 2017 Elsevier Inc. All rights reserved.
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Multicultural Education as Integral Part of Modern Education
Directory of Open Access Journals (Sweden)
Pirmagambet Z. Ishanov
2014-07-01
Full Text Available The article deals with the issues of multicultural modern Kazakh education, where globalization of educational processes puts forward understanding and respect to other peoples and readiness for a multicultural dialogue.
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The portability of the "Electronics Workbench" simulation software to China
Collis, Betty; Zhi-Cheng, Dong
1993-01-01
This article discusses the portability of the Canadian-made simulation software package, "Electronic Workbench" package (EWB) to China. As part of a larger project investigating the portability of various educational software packages, the EWB package was used in electronics instruction in China and
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Mutabaruka, Patrick; Kamrin, Ken
2018-04-01
A numerical method for particle-laden fluids interacting with a deformable solid domain and mobile rigid parts is proposed and implemented in a full engineering system. The fluid domain is modeled with a lattice Boltzmann representation, the particles and rigid parts are modeled with a discrete element representation, and the deformable solid domain is modeled using a Lagrangian mesh. The main issue of this work, since separately each of these methods is a mature tool, is to develop coupling and model-reduction approaches in order to efficiently simulate coupled problems of this nature, as in various geological and engineering applications. The lattice Boltzmann method incorporates a large eddy simulation technique using the Smagorinsky turbulence model. The discrete element method incorporates spherical and polyhedral particles for stiff contact interactions. A neo-Hookean hyperelastic model is used for the deformable solid. We provide a detailed description of how to couple the three solvers within a unified algorithm. The technique we propose for rubber modeling/coupling exploits a simplification that prevents having to solve a finite-element problem at each time step. We also developed a technique to reduce the domain size of the full system by replacing certain zones with quasi-analytic solutions, which act as effective boundary conditions for the lattice Boltzmann method. The major ingredients of the routine are separately validated. To demonstrate the coupled method in full, we simulate slurry flows in two kinds of piston valve geometries. The dynamics of the valve and slurry are studied and reported over a large range of input parameters.
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A Computer Simulation of Community Pharmacy Practice for Educational Use.
Bindoff, Ivan; Ling, Tristan; Bereznicki, Luke; Westbury, Juanita; Chalmers, Leanne; Peterson, Gregory; Ollington, Robert
2014-11-15
To provide a computer-based learning method for pharmacy practice that is as effective as paper-based scenarios, but more engaging and less labor-intensive. We developed a flexible and customizable computer simulation of community pharmacy. Using it, the students would be able to work through scenarios which encapsulate the entirety of a patient presentation. We compared the traditional paper-based teaching method to our computer-based approach using equivalent scenarios. The paper-based group had 2 tutors while the computer group had none. Both groups were given a prescenario and postscenario clinical knowledge quiz and survey. Students in the computer-based group had generally greater improvements in their clinical knowledge score, and third-year students using the computer-based method also showed more improvements in history taking and counseling competencies. Third-year students also found the simulation fun and engaging. Our simulation of community pharmacy provided an educational experience as effective as the paper-based alternative, despite the lack of a human tutor.
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Infusing Social Justice in Undergraduate Nursing Education: Fostering Praxis Through Simulation.
Caldwell, Robyn; Cochran, Courtney
Forensic clinical experiences are often inconsistent in undergraduate nursing education. Nursing students are not included in the process of forensic evidence collection, often because of the sensitive nature of the situation. Unfortunately, nursing students are forced to rely on theoretical knowledge provided by the nurse educator to understand the complexities of forensic nursing care. Nursing students must be able to identify and provide appropriate nursing care for individuals in all forensic situations. Comprehensive clinical laboratory experiences should be provided through active teaching-learning strategies, which replicate nursing care of the forensic patient. Simulated patient experiences provide a unique opportunity to explore the sensitive nature of sexual trauma in a safe learning environment. This strategy facilitates the application of theoretical forensic principles by utilizing live actors or high-fidelity manikins in laboratory settings. The application of theory to each simulated patient infuses conceptual knowledge at the point of care. Change in social consciousness begins at the bedside. The moral imperative of nursing continues to be the preparation of socially responsible, professional nurses who strive to end social injustices.
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Fernández-Ávila, Daniel G; Ruiz, Álvaro J; Gil, Fabián; Mora, Sergio A; Tobar, Carlos; Gutiérrez, Juan M; Rosselli, Diego
2018-03-01
The aim of the present study was to evaluate the effectiveness of an educational tool for general physicians, based on rheumatological clinical simulation, for the diagnosis of rheumatoid arthritis and osteoarthritis. A randomized clinical study was carried out, in which the physician research subjects were assigned to one of two groups: the experimental group (educational intervention for rheumatoid arthritis with clinical simulation) or the control group (educational intervention for the basic aspects of the diagnosis and treatment of osteoporosis). Four weeks after the educational intervention, the members of both groups completed an examination that included four clinical cases with real patients, two clinical cases with two clinical simulation models and six virtual clinical cases. In this examination, the participants noted clinical findings, established a diagnosis and defined the complementary tests they would request, if necessary, to corroborate their diagnosis. A total of 160 doctors participated (80 in the active educational intervention for rheumatoid arthritis and 80 in the control group), of whom 89 were women (56%). The mean age was 35 (standard deviation 7.7) years. Success was defined as a physician correctly diagnosing at least 10 of the 12 cases presented. A significant difference of 81.3% (95% confidence interval 72-90%; p educational intervention based on clinical simulation to improve the diagnostic approach to rheumatoid arthritis and osteoarthritis. The results open a new horizon in the teaching of rheumatology. Copyright © 2017 John Wiley & Sons, Ltd.
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Educational simulator app and web page for exploring Nuclear and Compass Magnetic Resonance
Hanson, Lars G.
2016-01-01
A graphical app and browser-based simulator, CompassMR, was developed for initial Magnetic Resonance (MR) education. It is available at http://drcmr.dk/CompassMR/ and executes directly in most browsers with no further need for software. Easy access and a simple user interface invite student experimentation that improves understanding of basic MR phenomena. The simulator is used to introduce and explore electromagnetism, magnetic dipoles, static and radiofrequency fields, Compass MR, the free ...
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Diederich, Emily; Mahnken, Jonathan D; Rigler, Sally K; Williamson, Timothy L; Tarver, Stephen; Sharpe, Matthew R
2015-12-01
Simulation-based education for central venous catheter (CVC) insertion has been repeatedly documented to improve performance, but the impact of simulation model fidelity has not been described. The aim of this study was to examine the impact of the physical fidelity of the simulation model on learning outcomes for a simulation-based education program for CVC insertion. Forty consecutive residents rotating through the medical intensive care unit of an academic medical center completed a simulation-based education program for CVC insertion. The curriculum was designed in accordance with the principles of deliberate practice and mastery learning. Each resident underwent baseline skills testing and was then randomized to training on a commercially available CVC model with high physical fidelity (High-Fi group) or a simply constructed model with low physical fidelity (Low-Fi group) in a noninferiority trial. Upon completion of their medical intensive care unit rotation 4 weeks later, residents returned for repeat skills testing on the high-fidelity model using a 26-item checklist. The mean (SD) posttraining score on the 26-item checklist for the Low-Fi group was 23.8 (2.2) (91.5%) and was not inferior to the mean (SD) score for the High-Fi group of 22.5 (2.6) (86.5%) (P Simulation-based education using equipment with low physical fidelity can achieve learning outcomes comparable with those with high-fidelity equipment, as long as other aspects of fidelity are maintained and robust educational principles are applied during the design of the curriculum.
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Isaak, Robert S; Chen, Fei; Martinelli, Susan M; Arora, Harendra; Zvara, David A; Hobbs, Gene; Stiegler, Marjorie P
2018-01-25
The Accreditation Council for Graduate Medical Education requires biannual evaluation of anesthesiology residents on 25 subcompetency milestones. Some milestone domains are particularly challenging to repeatedly and reliably observe during clinical care. Simulation-Based Milestones Assessment (SBMA) may help overcome these challenges. However, few studies have examined the external validation of simulation assessment scores (ie, the relationships between simulation-based assessment scores and other standard measures of ability) for milestones. This study analyzed whether SBMA scores (1) discriminate by postgraduate year, (2) improve over time, and (3) correlate with traditional measures of performance. This is a retrospective analysis of 55 residents' SBMA data from 30 scenarios for two academic years. Each scenario was evaluated for time-in-training discrimination. Scenarios were then analyzed for SBMA scoring trends over time, and SBMA scores were compared with residents' clinical evaluations. Twenty-four SBMA scenarios discriminated by postgraduate year. Repeated measure analysis of variance showed statistically significant between-session score improvements (F (3, 54) = 17.79, P Medical Education milestone competencies.
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Simulation experiences of paramedic students: a cross-cultural examination
Directory of Open Access Journals (Sweden)
Williams B
2016-03-01
Full Text Available Brett Williams,1 Chloe Abel,1 Eihab Khasawneh,2 Linda Ross,1 Tracy Levett-Jones31Department of Community Emergency Health & Paramedic Practice, Monash University, Frankston, Victoria, Australia; 2Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Irbid, Jordan; 3School of Nursing and Midwifery, The University of Newcastle, Callaghan, New South Wales, AustraliaBackground: Simulation-based education is an important part of paramedic education and training. While accessing clinical placements that are adequate in quality and quantity continues to be challenging, simulation is being recognized by paramedic academics as a potential alternative. Examining students’ satisfaction of simulation, particularly cross-culturally is therefore important in providing feedback to academic teaching staff and the international paramedic community.Objective: This study aimed to compare simulation satisfaction among paramedic students from universities in Australia and Jordan.Methods: A cross-sectional study using a paper-based English version of the Satisfaction with Simulation Experience Scale was administered to paramedic students from all year levels.Results: A total of 511 students participated in this study; 306 students (60% from Australia (Monash University and 205 students (40% from Jordan (Jordan University of Science and Technology. There were statistically significant differences with large effect size noted in all three original factors between Australian and Jordanian students: debrief and feedback (mean =38.66 vs mean =34.15; P<0.001; d=0.86, clinical reasoning (mean =21.32 vs mean =18.28; P<0.001; d=0.90, and clinical learning (mean =17.59 vs mean =15.47; P<0.001; d=1.12.Conclusion: This study has demonstrated that simulation education is generally well received by students in Australia and Jordan although Australian students reported having higher satisfaction levels then their Jordanian counterparts. These results
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International Nuclear Information System (INIS)
Turcu, Ilie
2010-01-01
The Proceedings of the 'NUCLEAR 2010 international conference on sustainable development through nuclear research and education' held at INR-Pitesti on May, 26 - 28 2010 contain communications published in two parts. The second part contains 34 talks adressing themes of nuclear energy, in the following three sections: Section 2.1 - Radioactive waste management (13 papers); Section 2.2 and 3 - Radioprotection and air, water and soil protection (12 papers); Section 3.1 - Strategies in energy (3 papers); Section 3.2 - Education, continuous formation, and knowledge transfer (1 paper); Section 3. - International Partnership for a sustainable development (2 papers); Section 3.4 - Research infrastructure (3 papers)
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Immersive Education, an Annotated Webliography
Pricer, Wayne F.
2011-01-01
In this second installment of a two-part feature on immersive education a webliography will provide resources discussing the use of various types of computer simulations including: (a) augmented reality, (b) virtual reality programs, (c) gaming resources for teaching with technology, (d) virtual reality lab resources, (e) virtual reality standards…
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Leathard, Helen L.
2001-01-01
Part I reviews what nurses need to know about the administration and prescription of medicines. Part II addresses drug classifications, actions and effects, and interactions. Also discussed are the challenges pharmacological issues pose for nursing education. (SK)
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Roberts, Fiona; Cooper, Kay
2017-11-01
The objective of this review is to identify if high fidelity simulated learning methods are effective in enhancing clinical/practical skills compared to usual, low fidelity simulated learning methods in pre-registration physiotherapy education.
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Educating children and families about growth hormone deficiency and its management: part 2.
Collin, Jacqueline; Whitehead, Amanda; Walker, Jenny
2016-03-01
Growth hormone deficiency (GHD) is a long-term condition, therefore creating ongoing partnerships with families is a fundamental part of the role of a paediatric endocrine nurse specialist (PENS). Teaching children, young people and their families about GHD and exploring what it means to them and how they can manage their ongoing treatment is central to building positive relationships. Educating children about the management of their growth hormone treatment (GHT) is an ongoing process and professionals must respond to the changing needs for that information children may have as they grow and develop. Long-term relationships with families are strengthened by recognising and respecting the developing expertise of families as they gain confidence and competence to manage GHT. This article is the second of two parts. Part one was published in the February issue of Nursing Children and Young People and covered an overview of growth hormone, causes and clinical presentation of GHD, development and availability of GHT and the role of the PENS in building partnerships with parents. The focus of this article is the education role of the PENS and the importance of providing information that is appropriate to the child or young person's developmental age.
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Lowe, Graham
2011-01-01
This thesis reports on a mixed methods research project into the emerging area of computer simulation in Initial Teacher Education (ITE). Some areas where simulation has become a staple of initial or ongoing education and training, i.e. in health care and military applications, are examined to provide a context. The research explores the attitudes of a group of ITE students towards the use of a recently developed simulation tool and in particular considers the question of whether they view co...
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Mason, Lee Landrum
2011-01-01
The individualized education program (IEP) is a critical component of providing special education services to children with disabilities, outlining the services and modifications that will be provided to help them make progress towards the general curriculum. While simulations have been shown to be an effective means of teaching special education…
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Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto
2010-01-01
Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they…
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Kumar, David Devraj; Sherwood, Robert D.
2007-01-01
A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…
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Sullivan-Bolyai, Susan; Johnson, Kimberly; Cullen, Karen; Hamm, Terry; Bisordi, Jean; Blaney, Kathleen; Maguire, Laura; Melkus, Gail
2014-01-01
Parents become emotionally upset when learning that their child has type 1 diabetes, yet they are expected to quickly learn functional diabetes management. The purpose of this article is to describe the application of self-regulation theory to guide a family-focused education intervention using human patient simulation to enhance the initial education of parents in diabetes management. A brief description is provided of the intervention framed by self-regulation theory. On the basis of the literature, we describe the educational vignettes used based on self-regulation in the randomized controlled trial entitled "Parent Education Through Simulation-Diabetes." Examples of theory-in-practice will be illustrated by parental learning responses to this alternative educational innovation.
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Simulation as a Teaching Technology: A Brief History of Its Use in Nursing Education
Sanko, Jill S.
2017-01-01
Simulation can be used for teaching or practicing both technical skills (insertion of intravenous catheters, or suturing for example) and non-technical skills (communication and teamwork). A combination of full body, high and low technology simulators (mannequins designed to depict humans), body part or body system-specific task trainers (models…
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Bland, Andrew J; Tobbell, Jane
2016-09-01
Simulation has become an established feature of nurse education yet little is understood about the mechanisms that lead to learning. To explore the attributes of simulation-based education that enable student learning in undergraduate nurse education. Final year students drawn from one UK University (n=46) participated in a grounded theory study. First, nonparticipant observation and video recording of student activity was undertaken. Following initial analysis, recordings and observations were deconstructed during focus group interviews that enabled both the researcher and participants to unpack meaning. Lastly emergent findings were verified with final year students drawn from a second UK University (n=6). A staged approach to learning emerged from engagement in simulation. This began with initial hesitation as students moved through nonlinear stages to making connections and thinking like a nurse. Core findings suggest that simulation enables curiosity and intellect (main concern) through doing (core category) and interaction with others identified as social collaboration (category). This study offers a theoretical basis for understanding simulation-based education and integration of strategies that maximise the potential for learning. Additionally it offers direction for further research, particularly with regards to how the application of theory to practice is accelerated through learning by doing and working collaboratively. Copyright © 2016 Elsevier Ltd. All rights reserved.
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International Nuclear Information System (INIS)
Buldum, A.; Clemons, C.B.; Dill, L.H.; Kreider, K.L.; Young, G.W.; Zheng, X.; Evans, E.A.; Zhang, G.; Hariharan, S.I.
2005-01-01
This work is Part II of an integrated experimental/modeling investigation of a procedure to coat nanofibers and core-clad nanostructures with thin-film materials using plasma-enhanced physical vapor deposition. In the experimental effort, electrospun polymer nanofibers are coated with aluminum materials under different operating conditions to observe changes in the coating morphology. This procedure begins with the sputtering of the coating material from a target. Part I [J. Appl. Phys. 98, 044303 (2005)] focused on the sputtering aspect and transport of the sputtered material through the reactor. That reactor level model determines the concentration field of the coating material. This field serves as input into the present species transport and deposition model for the region surrounding an individual nanofiber. The interrelationships among processing factors for the transport and deposition are investigated here from a detailed modeling approach that includes the salient physical and chemical phenomena. Solution strategies that couple continuum and atomistic models are used. At the continuum scale, transport dynamics near the nanofiber are described. At the atomic level, molecular dynamics (MD) simulations are used to study the deposition and sputtering mechanisms at the coating surface. Ion kinetic energies and fluxes are passed from the continuum sheath model to the MD simulations. These simulations calculate sputtering and sticking probabilities that in turn are used to calculate parameters for the continuum transport model. The continuum transport model leads to the definition of an evolution equation for the coating-free surface. This equation is solved using boundary perturbation and level set methods to determine the coating morphology as a function of operating conditions
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Student Perceptions of SocialSim for Simulation-Based Interprofessional Education in Healthcare
Smith, Mary Kathryn
2016-01-01
This descriptive qualitative study investigates perceptions of students regarding the use of SocialSim, a tool designed to deliver simulation in a virtual environment using social media as a platform to facilitate inteprofessional education. There have been exponential changes in U.S. healthcare system in recent years, prompting the need for…
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Importance of debriefing in high-fidelity simulations
Directory of Open Access Journals (Sweden)
Igor Karnjuš
2014-04-01
Full Text Available Debriefing has been identified as one of the most important parts of a high-fidelity simulation learning process. During debriefing, the mentor invites learners to critically assess the knowledge and skills used during the execution of a scenario. Regardless of the abundance of studies that have examined simulation-based education, debriefing is still poorly defined.The present article examines the essential features of debriefing, its phases, techniques and methods with a systematic review of recent publications. It emphasizes the mentor’s role, since the effectiveness of debriefing largely depends on the mentor’s skills to conduct it. The guidelines that allow the mentor to evaluate his performance in conducting debriefing are also presented. We underline the importance of debriefing in clinical settings as part of continuous learning process. Debriefing allows the medical teams to assess their performance and develop new strategies to achieve higher competencies.Although the debriefing is the cornerstone of high-fidelity simulation learning process, it also represents an important learning strategy in the clinical setting. Many important aspects of debriefing are still poorly explored and understood, therefore this part of the learning process should be given greater attention in the future.
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Jirapinyo, Pichamol; Abidi, Wasif M; Aihara, Hiroyuki; Zaki, Theodore; Tsay, Cynthia; Imaeda, Avlin B; Thompson, Christopher C
2017-10-01
Preclinical simulator training has the potential to decrease endoscopic procedure time and patient discomfort. This study aims to characterize the learning curve of endoscopic novices in a part-task simulator and propose a threshold score for advancement to initial clinical cases. Twenty novices with no prior endoscopic experience underwent repeated endoscopic simulator sessions using the part-task simulator. Simulator scores were collected; their inverse was averaged and fit to an exponential curve. The incremental improvement after each session was calculated. Plateau was defined as the session after which incremental improvement in simulator score model was less than 5%. Additionally, all participants filled out questionnaires regarding simulator experience after sessions 1, 5, 10, 15, and 20. A visual analog scale and NASA task load index were used to assess levels of comfort and demand. Twenty novices underwent 400 simulator sessions. Mean simulator scores at sessions 1, 5, 10, 15, and 20 were 78.5 ± 5.95, 176.5 ± 17.7, 275.55 ± 23.56, 347 ± 26.49, and 441.11 ± 38.14. The best fit exponential model was [time/score] = 26.1 × [session #] -0.615 ; r 2 = 0.99. This corresponded to an incremental improvement in score of 35% after the first session, 22% after the second, 16% after the third and so on. Incremental improvement dropped below 5% after the 12th session corresponding to the predicted score of 265. Simulator training was related to higher comfort maneuvering an endoscope and increased readiness for supervised clinical endoscopy, both plateauing between sessions 10 and 15. Mental demand, physical demand, and frustration levels decreased with increased simulator training. Preclinical training using an endoscopic part-task simulator appears to increase comfort level and decrease mental and physical demand associated with endoscopy. Based on a rigorous model, we recommend that novices complete a minimum of 12 training
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Developing Digital Simulations and its Impact on Physical Education of Pre-Service Teachers
Directory of Open Access Journals (Sweden)
Esther Zaretsky
2006-08-01
Full Text Available The creation of digital simulations through the use of computers improved physical education of pre-service teachers. The method which was based on up-to-date studies focuses on the visualization of the body's movements in space. The main program of the research concentrated on building curriculum for teaching physical education through computerized presentations. The pre-service teachers reported about their progress in a variety of physical skills and their motivation in both kinds of learning was enhanced.
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Nursing Simulation: A Review of the Past 40 Years
Nehring, Wendy M.; Lashley, Felissa R.
2009-01-01
Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used…
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DEFF Research Database (Denmark)
Bøje, Rikke Buus; Bland, Andrew; Sutton, Andrew
2017-01-01
of the study were to develop a model to educate the educators who deliver simulation-based learning and to test to which extent this model could be transferred to education providers in different national settings. METHODS: This model, its transferability and feasibility, was tested across three European...
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An Educational Software for Simulating the Sample Size of Molecular Marker Experiments
Helms, T. C.; Doetkott, C.
2007-01-01
We developed educational software to show graduate students how to plan molecular marker experiments. These computer simulations give the students feedback on the precision of their experiments. The objective of the software was to show students using a hands-on approach how: (1) environmental variation influences the range of the estimates of the…
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Bland, Andrew J; Topping, Annie; Tobbell, Jane
2014-07-01
High-fidelity patient simulation is a method of education increasingly utilised by educators of nursing to provide authentic learning experiences. Fidelity and authenticity, however, are not conceptually equivalent. Whilst fidelity is important when striving to replicate a life experience such as clinical practice, authenticity can be produced with low fidelity. A challenge for educators of undergraduate nursing is to ensure authentic representation of the clinical situation which is a core component for potential success. What is less clear is the relationship between fidelity and authenticity in the context of simulation based learning. Authenticity does not automatically follow fidelity and as a result, educators of nursing cannot assume that embracing the latest technology-based educational tools will in isolation provide a learning environment perceived authentic by the learner. As nursing education programmes increasingly adopt simulators that offer the possibility of representing authentic real world situations, there is an urgency to better articulate and understand the terms fidelity and authenticity. Without such understanding there is a real danger that simulation as a teaching and learning resource in nurse education will never reach its potential and be misunderstood, creating a potential barrier to learning. This paper examines current literature to promote discussion within nurse education, concluding that authenticity in the context of simulation-based learning is complex, relying on far more than engineered fidelity. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Numerical simulation of a wind turbine airfoil : part 1
Energy Technology Data Exchange (ETDEWEB)
Ramdenee, D.; Minea, I.S.; Tardiff d' Hamonville, T.; Illinca, A. [Quebec Univ., Rimouski, PQ (Canada). Laboratoire de Recherche en Energie Eolienne
2010-07-01
This 2-part study used computational fluid dynamics (CFD) to identify and model the aerodynamic and aeroelastic phenomena around wind turbine blades. The aim of the study was to better understand the mechanisms surrounding unsteady flow-structure interactions. Aerodynamic and elastic models were coupled using an ANSYS multi-domain program to simulate the aeroelastic divergence of a typical section airfoil with a single rotational structural degree of freedom. Solvers were used to realize a sequence of multi-domain time steps and coupling iterations between time steps. Each element of the airfoil was divided into interpolation faces which were then transformed into 2-D polygons. An intersection process was used to create a large number of control surfaces that were used to study interactions between the structural and fluid domains. The calculations were used to determine the divergence speed and Eigen modes of vibration. A literature review was also included. 19 refs., 7 figs.
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Ventilator caregiver education through the use of high-fidelity pediatric simulators: a pilot study.
Tofil, Nancy M; Rutledge, Chrystal; Zinkan, J Lynn; Youngblood, Amber Q; Stone, Julie; Peterson, Dawn Taylor; Slayton, Donna; Makris, Chris; Magruder, Terri; White, Marjorie Lee
2013-11-01
Introduction. Home ventilator programs (HVP) have been developed to train parents of critically ill children. Simulators are used in health care, but not often for parents. We added simulation to our HVP and assessed parents' response. Methods. In July 2008, the HVP at Children's of Alabama added simulation to parent training. Debriefing was provided after the training session to reinforce correct skills and critical thinking. Follow-up surveys were completed after training. Results. Fifteen families participated. All parents were confident in changing tracheostomies, knowing signs of breathing difficulties, and responding to alarms. 71% strongly agree that simulation resulted in feeling better prepared to care for their child. 86% felt simulation improved their confidence in taking care of their child. Conclusion. Simulators provide a crucial transition between learned skills and application. This novel use of simulation-based education improves parents' confidence in emergencies and may lead to shortened training resulting in cost savings.
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Yonkaitis, Catherine F; Shannon, Robin A
2017-05-01
Every U.S. student is entitled to a free and appropriate education. School districts must identify and evaluate any child who they find is unable to engage fully in learning as a participant in the general education curriculum. The Individuals with Disabilities Education Act of 2004 requires that these students be assessed by qualified individuals in any areas that may be impacting learning, including health, vision, hearing, social and emotional status, communicative status, and motor abilities. The school nurse, as the health expert, has an important role to play as a member of the special education team in evaluating whether a student has health concerns that are impacting learning and how health barriers to learning might be reduced. As part of the full and individual evaluation, the school nurse composes a written report and makes recommendations to the team regarding necessary health services and other modifications the student may need. This article (Part 1 of 2) will outline the school nurse's role in identification and evaluation of students who may benefit from special education services.
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Misfeldt, Morten
2015-01-01
In this paper I describe how students use a project management simulation game based on an attack-defense mechanism where two teams of players compete by challenging each other's projects. The project management simulation game is intended to be played by pre-service construction workers and engineers. The gameplay has two parts: a planning part,…
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Cant, Robyn P; Cooper, Simon J
2014-12-01
The objective of this article was to review the literature on utilisation and place of Web-based simulation within nursing education. Web-based simulation combines electronic multimedia options with a central video or virtual world to produce interactive learning activities mediated by the learner. An integrative review. A search was conducted of healthcare databases between 2000 and 2014 and of Internet sources for hosted simulation programs in nursing. Eighteen primary programs were identified for inclusion. A strategy for integrative review was adopted in which studies were identified, filtered, classified, analysed and compared. Of 18 programs, two game-based programs were identified which represented a 'virtual world' in which students could simultaneously or individually immerse themselves in a character role-play. However, most programs (n=10) taught an aspect of procedural patient care using multimedia (e.g. video, audio, graphics, quiz, text, memo). Time-limited sequences, feedback and reflective activities were often incorporated. Other studies (n=8) taught interpersonal communication skills or technical skills for equipment use. Descriptive study outcomes indicated ease of program use, strong satisfaction with learning and appreciation of program accessibility. Additionally, four studies reported significant improvements in knowledge post-intervention. Web-based simulation is highly acceptable to students and appears to provide learning benefits that align with other simulation approaches and it augments face-to-face teaching. Web-based simulation is likely to have a major place in nursing curricula in the next decade, yet further research is necessary to objectively evaluate learner outcomes and to justify its use. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Educational software for simulating risk of HIV infection
Rothberg, Madeleine A.; Sandberg, Sonja; Awerbuch, Tamara E.
1994-03-01
The AIDS epidemic is still growing rapidly and the disease is thought to be uniformly fatal. With no vaccine or cure in sight, education during high school years is a critical component in the prevention of AIDS. We propose the use of computer software with which high school students can explore via simulation their own risk of acquiring an HIV infection given certain sexual behaviors. This particular software is intended to help students understand the three factors that determine their risk of HIV infection (number of sexual acts, probability that their partners are infected, and riskiness of the specific sexual activities they choose). Users can explicitly calculate their own chances of becoming infected based on decisions they make. Use of the program is expected to personalize the risk of HIV infection and thus increase users' concern and awareness. Behavioral change may not result from increased knowledge alone. Therefore the effectiveness of this program in changing attitudes toward risky sexual behaviors would be enhanced when the simulation is embedded in an appropriate curriculum. A description of the program and an example of its use are presented.
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The Interior Design Simulator. Courseware Evaluation for Vocational and Technical Education.
Worts, Nancy; And Others
This courseware evaluation rates the Interior Design Simulator program developed by Orange Juice Software Systems. (This program--not contained in this document--allows the user to design a room of any shape with maximum dimensions of 14 x 26 feet.) Part A describes the program in terms of subject area (furniture arrangement) and hardware…
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Breimer, Gerben E; Haji, Faizal A; Bodani, Vivek; Cunningham, Melissa S; Lopez-Rios, Adriana-Lucia; Okrainec, Allan; Drake, James M
2017-02-01
The relative educational benefits of virtual reality (VR) and physical simulation models for endoscopic third ventriculostomy (ETV) have not been evaluated "head to head." To compare and identify the relative utility of a physical and VR ETV simulation model for use in neurosurgical training. Twenty-three neurosurgical residents and 3 fellows performed an ETV on both a physical and VR simulation model. Trainees rated the models using 5-point Likert scales evaluating the domains of anatomy, instrument handling, procedural content, and the overall fidelity of the simulation. Paired t tests were performed for each domain's mean overall score and individual items. The VR model has relative benefits compared with the physical model with respect to realistic representation of intraventricular anatomy at the foramen of Monro (4.5, standard deviation [SD] = 0.7 vs 4.1, SD = 0.6; P = .04) and the third ventricle floor (4.4, SD = 0.6 vs 4.0, SD = 0.9; P = .03), although the overall anatomy score was similar (4.2, SD = 0.6 vs 4.0, SD = 0.6; P = .11). For overall instrument handling and procedural content, the physical simulator outperformed the VR model (3.7, SD = 0.8 vs 4.5; SD = 0.5, P educational objectives. Training focused on learning anatomy or decision-making for anatomic cues may be aided with the VR simulation model. A focus on developing manual dexterity and technical skills using endoscopic equipment in the operating room may be better learned on the physical simulation model. Copyright © 2016 by the Congress of Neurological Surgeons
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49 CFR Appendix B to Part 179 - Procedures for Simulated Pool and Torch-Fire Testing
2010-10-01
... the plate. (4) The bare plate holder must be constructed in such a manner that the only heat transfer...) The bare plate holder must be constructed in such a manner that the only heat transfer to the back... SPECIFICATIONS FOR TANK CARS Pt. 179, App. B Appendix B to Part 179—Procedures for Simulated Pool and Torch-Fire...
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Kerr, Brendan; Hawkins, Trisha Lee-Ann; Herman, Robert; Barnes, Sue; Kaufmann, Stephanie; Fraser, Kristin; Ma, Irene W. Y.
2013-01-01
Introduction Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence. Methods Participants (N=27) were group randomized to either a simulation-based workshop or a traditional case-based workshop. Results Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76) nor did significantly decrease in the simulation group (d= − 0.44; p=0.19). Self-reported comfort in patient assessment parameters increased in both groups (psimulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial. PMID:23870304
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Directory of Open Access Journals (Sweden)
Hasan KARAL
2010-06-01
Full Text Available The purpose of this study is to make the students involve with the simulation environment with the developed practice and to develop their problem solving abilities by making easy their understanding of word problems. For this goal, a web based simulation environment which could be manipulated related to the defined movement and pool problems was designed in the light of the defined questions in the curriculum. The research was designed according to semi-experimental pattern which has equalized control group. It was applied in two different 8th grade classes on 44 students in total in the city center of Trabzon in 2008-2009 spring semester. In the research it was benefited from both quantitative and qualitative data collection methods, in the study as the data collection instrument to measure students’ cognitive achievements, it was benefited from word problems achievement test which had 20 items and its KR-20 coefficient was 0,86, observations and from the interviews which were made with the students. The study involved 19 students in experiment group and 25 students in the controlled group. It was used web based education in the experiment group, however, in controlled group, traditional education was used. For the analysis of the data collected in the research, t-test as used for the independent groups. At the end of the research, it was seen that in understanding and solving the word problems, the students in the experiment group who used web based education environment which included simulation environment was more successful than the controlled group who used the traditional method. After the interviews it was concluded that the students in the experiment group had positive thoughts about the web based simulations environment. It is defined that students are more motivated to the lesson and they have an increasing self-confident in problem solving in simulation environment
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Reeves, Patrick T; Borgman, Matthew A; Caldwell, Nicole W; Patel, Leela; Aden, James; Duggan, John P; Serio-Melvin, Maria L; Mann-Salinas, Elizabeth A
2018-08-01
The Advanced Burn Life Support (ABLS) program is a burn-education curriculum nearly 30 years in the making, focusing on the unique challenges of the first 24h of care after burn injury. Our team applied high fidelity human patient simulation (HFHPS) to the established ABLS curriculum. Our hypothesis was that HFHPS would be a feasible, easily replicable, and valuable adjunct to the current curriculum that would enhance learner experience. This prospective, evidenced-based practice project was conducted in a single simulation center employing the American Burn Association's ABLS curriculum using HFHPS. Participants managed 7 separate simulated polytrauma and burn scenarios with resultant clinical complications. After training, participants completed written and practical examinations as well as satisfaction surveys. From 2012 to 2013, 71 students participated in this training. Simulation (ABLS-Sim) participants demonstrated a 2.5% increase in written post-test scores compared to traditional ABLS Provider Course (ABLS Live) (p=0.0016). There was no difference in the practical examination when comparing ABLS-Sim versus ABLS Live. Subjectively, 60 (85%) participants completed surveys. The Educational Practice Questionnaire showed best practices rating of 4.5±0.7; with importance of learning rated at 4.4±0.8. The Simulation Design Scale rating for design was 4.6±0.6 with an importance rating of 4.4±0.8. Overall Satisfaction and Self-Confidence with Learning were 4.4±0.7 and 4.5±0.7, respectfully. Integrating HFHPS with the current ABLS curriculum led to higher written exam scores, high levels of confidence, satisfaction, and active learning, and presented an evidenced-based model for education that is easily employable for other facilities nationwide. Copyright © 2018 Elsevier Ltd and ISBI. All rights reserved.
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Making Decisions about an Educational Game, Simulation or Workshop: A 'Game Theory' Perspective.
Cryer, Patricia
1988-01-01
Uses game theory to help practitioners make decisions about educational games, simulations, or workshops whose outcomes depend to some extent on chance. Highlights include principles for making decisions involving risk; elementary laws of probability; utility theory; and principles for making decisions involving uncertainty. (eight references)…
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A Study of the Use of Simulations and Games in Education with Special Reference to Geography.
O'Reilly, Desmond Vincent
Chapter 1 of this thesis provides definitions of terms used. Chapter 2 discusses role-playing, strategy games, and models. Chapter 3 explores the significance of games in child development. Chapter 4 relates the historical development of gaming and simulation. Chapter 5 focuses on advantages of simulations and games in education in terms of such…
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Matthews, A P; Garenne, M L
2013-09-01
A dynamic, two-sex, age-structured marriage model is presented. Part 1 focused on first marriage only and described a marriage market matching algorithm. In Part 2 the model is extended to include divorce, widowing, and remarriage. The model produces a self-consistent set of marital states distributed by age and sex in a stable population by means of a gender-symmetric numerical method. The model is compared with empirical data for the case of Zambia. Furthermore, a dynamic marriage function for a changing population is demonstrated in simulations of three hypothetical scenarios of elevated mortality in young to middle adulthood. The marriage model has its primary application to simulation of HIV-AIDS epidemics in African countries. Copyright © 2013 Elsevier Inc. All rights reserved.
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Everett-Thomas, Ruth; Valdes, Beatriz; Valdes, Guillermo R; Shekhter, Ilya; Fitzpatrick, Maureen; Rosen, Lisa F; Arheart, Kristopher L; Birnbach, David J
2015-01-01
Applied knowledge was observed among nurse groups from a medical-surgical residency program to measure clinical performance during simulation training. Twenty groups of new graduate nurses were observed during five simulated clinical scenarios, and their performances were scored on a 24-item checklist. Nurse groups showed significant improvement (p new graduate nurses, and standardized training during the residency program may help instructors recognize specific factors to address during the transition from education to practice. Copyright 2015, SLACK Incorporated.
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Point-of-care ultrasound education: the increasing role of simulation and multimedia resources.
Lewiss, Resa E; Hoffmann, Beatrice; Beaulieu, Yanick; Phelan, Mary Beth
2014-01-01
This article reviews the current technology, literature, teaching models, and methods associated with simulation-based point-of-care ultrasound training. Patient simulation appears particularly well suited for learning point-of-care ultrasound, which is a required core competency for emergency medicine and other specialties. Work hour limitations have reduced the opportunities for clinical practice, and simulation enables practicing a skill multiple times before it may be used on patients. Ultrasound simulators can be categorized into 2 groups: low and high fidelity. Low-fidelity simulators are usually static simulators, meaning that they have nonchanging anatomic examples for sonographic practice. Advantages are that the model may be reused over time, and some simulators can be homemade. High-fidelity simulators are usually high-tech and frequently consist of many computer-generated cases of virtual sonographic anatomy that can be scanned with a mock probe. This type of equipment is produced commercially and is more expensive. High-fidelity simulators provide students with an active and safe learning environment and make a reproducible standardized assessment of many different ultrasound cases possible. The advantages and disadvantages of using low- versus high-fidelity simulators are reviewed. An additional concept used in simulation-based ultrasound training is blended learning. Blended learning may include face-to-face or online learning often in combination with a learning management system. Increasingly, with simulation and Web-based learning technologies, tools are now available to medical educators for the standardization of both ultrasound skills training and competency assessment.
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Noble, Erik; Druyan, Leonard M.; Fulakeza, Matthew
2014-01-01
The performance of the NCAR Weather Research and Forecasting Model (WRF) as a West African regional-atmospheric model is evaluated. The study tests the sensitivity of WRF-simulated vorticity maxima associated with African easterly waves to 64 combinations of alternative parameterizations in a series of simulations in September. In all, 104 simulations of 12-day duration during 11 consecutive years are examined. The 64 combinations combine WRF parameterizations of cumulus convection, radiation transfer, surface hydrology, and PBL physics. Simulated daily and mean circulation results are validated against NASA's Modern-Era Retrospective Analysis for Research and Applications (MERRA) and NCEP/Department of Energy Global Reanalysis 2. Precipitation is considered in a second part of this two-part paper. A wide range of 700-hPa vorticity validation scores demonstrates the influence of alternative parameterizations. The best WRF performers achieve correlations against reanalysis of 0.40-0.60 and realistic amplitudes of spatiotemporal variability for the 2006 focus year while a parallel-benchmark simulation by the NASA Regional Model-3 (RM3) achieves higher correlations, but less realistic spatiotemporal variability. The largest favorable impact on WRF-vorticity validation is achieved by selecting the Grell-Devenyi cumulus convection scheme, resulting in higher correlations against reanalysis than simulations using the Kain-Fritch convection. Other parameterizations have less-obvious impact, although WRF configurations incorporating one surface model and PBL scheme consistently performed poorly. A comparison of reanalysis circulation against two NASA radiosonde stations confirms that both reanalyses represent observations well enough to validate the WRF results. Validation statistics for optimized WRF configurations simulating the parallel period during 10 additional years are less favorable than for 2006.
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Ethics Education in University Aviation Management Programs in the US. Part 1; The Need
Oderman, Dale B.
2002-01-01
This three-part study examines how four-year universities in the United States with baccalaureate programs in aviation management include ethics instruction in their curricula. Based on a literature review, no research exists to describe the current status of teaching ethics to aviation students. Yet concurrently, unethical activities reported in the media involving the aviation industry indicates the need for such programs. Part One of this study justifies the need for ethics education and develops a series of hypotheses to evaluate the current status of ethics instruction, which was investigated and will be reported on in Parts Two and Three of this study, respectively.
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Multicore Education through Simulation
Ozturk, O.
2011-01-01
A project-oriented course for advanced undergraduate and graduate students is described for simulating multiple processor cores. Simics, a free simulator for academia, was utilized to enable students to explore computer architecture, operating systems, and hardware/software cosimulation. Motivation for including this course in the curriculum is…
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International Nuclear Information System (INIS)
Kim, Seong Il; Choi, Sang Min; Yang, Jong In
2016-01-01
Dynamic performance simulation of a CFB boiler in a commercial-scale power plant is reported. The boiler system was modeled by a finite number of heat exchanger units, which are sub-grouped into the gas-solid circulation loop, the water-steam circulation loop, and the inter-connected heat exchangers blocks of the boiler. This dynamic model is an extension from the previously reported performance simulation model, which was designed to simulate static performance of the same power plant, where heat and mass for each of the heat exchanger units were balanced for the inter-connected heat exchanger network among the fuel combustion system and the water-steam system. Dynamic performance simulation was achieved by calculating the incremental difference from the previous time step, and progressing for the next time step. Additional discretization of the heat exchanger blocks was necessary to accommodate the dynamic response of the water evaporation and natural circulation as well as the transient response of the metal temperature of the heat exchanger elements. Presentation of the simulation modeling is organized into two parts; system configuration of the model plant and the general approach of the simulation are presented along with the transient behavior of the sub-models in Part I. Dynamic sub-models were integrated in terms of the mass flow and the heat transfer for simulating the CFB boiler system. Dynamic simulation for the open loop response was performed to check the integrated system of the water-steam loop and the solid-gas loop of the total boiler system. Simulation of the total boiler system which includes the closed-loop control system blocks is presented in the following Part II
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Energy Technology Data Exchange (ETDEWEB)
Kim, Seong Il; Choi, Sang Min; Yang, Jong In [Dept. of Mechanical Engineering, Korea Advanced Institute of Science and Technology, Daejeon (Korea, Republic of)
2016-12-15
Dynamic performance simulation of a CFB boiler in a commercial-scale power plant is reported. The boiler system was modeled by a finite number of heat exchanger units, which are sub-grouped into the gas-solid circulation loop, the water-steam circulation loop, and the inter-connected heat exchangers blocks of the boiler. This dynamic model is an extension from the previously reported performance simulation model, which was designed to simulate static performance of the same power plant, where heat and mass for each of the heat exchanger units were balanced for the inter-connected heat exchanger network among the fuel combustion system and the water-steam system. Dynamic performance simulation was achieved by calculating the incremental difference from the previous time step, and progressing for the next time step. Additional discretization of the heat exchanger blocks was necessary to accommodate the dynamic response of the water evaporation and natural circulation as well as the transient response of the metal temperature of the heat exchanger elements. Presentation of the simulation modeling is organized into two parts; system configuration of the model plant and the general approach of the simulation are presented along with the transient behavior of the sub-models in Part I. Dynamic sub-models were integrated in terms of the mass flow and the heat transfer for simulating the CFB boiler system. Dynamic simulation for the open loop response was performed to check the integrated system of the water-steam loop and the solid-gas loop of the total boiler system. Simulation of the total boiler system which includes the closed-loop control system blocks is presented in the following Part II.
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A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions
Directory of Open Access Journals (Sweden)
Amish Aghera
2017-12-01
Full Text Available Introduction Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound, into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing” and subsequently measure the impact on the development of learning goals and execution of educational actions. Methods This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. Results The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents, and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43, with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87, SMART debrief group 1.44 (SD 1.03 p=0.03. Conclusion The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational
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Multiobjective spare part allocation by means of genetic algorithms and Monte Carlo simulation
International Nuclear Information System (INIS)
Marseguerra, Marzio; Zio, Enrico; Podofillini, Luca
2005-01-01
The management of spare parts is a major concern for several industrial organizations, due to the significant amount of resources invested every year for holding spares inventories. In this paper, we explore the possibility of using genetic algorithms for the task of optimizing the number of spare parts required by a multi-component system. To address the question of how many spares should be kept in inventory for each component kind, the analyst is required to define objective functions with respect to which the optimization is sought. In our work we will look at multiple objectives such as, for example, the maximization of system revenues and the minimization of the total spares volume. The modeling of the system failure, repair and replacement stochastic processes is done by means of Monte Carlo simulation, whose flexibility allows a closer adherence to reality
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Cohen, Elaine R; Feinglass, Joe; Barsuk, Jeffrey H; Barnard, Cynthia; O'Donnell, Anna; McGaghie, William C; Wayne, Diane B
2010-04-01
Interventions to reduce preventable complications such as catheter-related bloodstream infections (CRBSI) can also decrease hospital costs. However, little is known about the cost-effectiveness of simulation-based education. The aim of this study was to estimate hospital cost savings related to a reduction in CRBSI after simulation training for residents. This was an intervention evaluation study estimating cost savings related to a simulation-based intervention in central venous catheter (CVC) insertion in the Medical Intensive Care Unit (MICU) at an urban teaching hospital. After residents completed a simulation-based mastery learning program in CVC insertion, CRBSI rates declined sharply. Case-control and regression analysis methods were used to estimate savings by comparing CRBSI rates in the year before and after the intervention. Annual savings from reduced CRBSIs were compared with the annual cost of simulation training. Approximately 9.95 CRBSIs were prevented among MICU patients with CVCs in the year after the intervention. Incremental costs attributed to each CRBSI were approximately $82,000 in 2008 dollars and 14 additional hospital days (including 12 MICU days). The annual cost of the simulation-based education was approximately $112,000. Net annual savings were thus greater than $700,000, a 7 to 1 rate of return on the simulation training intervention. A simulation-based educational intervention in CVC insertion was highly cost-effective. These results suggest that investment in simulation training can produce significant medical care cost savings.
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Geerts, Robert
2013-12-01
Society invests in the education of engineers because it is expected that the works of engineers will bring good results for society. Because the work of engineers is not value free or neutral, it is important that engineers are educated in the important principles of the social sciences and humanities. This education is essential for the awareness and understanding of what is good for society. Therefore the concept of sustainable development should be part of an education in engineering but only when the social sciences are also a part of it.
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Zuckerman, David W.; Horn, Robert E.
Simulation games are classed in this guide by subject area: business, domestic politics, economics, ecology, education, geography, history, international relations, psychology, skill development, sociology, social studies, and urban affairs. A summary description (of roles, objectives, decisions, and purposes), cost producer, playing data (age…
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Haji, Faizal A.; Hoppe, Daniel J.; Morin, Marie-Paule; Giannoulakis, Konstantine; Koh, Jansen; Rojas, David; Cheung, Jeffrey J. H.
2014-01-01
Rapid technological advances and concern for patient safety have increased the focus on simulation as a pedagogical tool for educating health care providers. To date, simulation research scholarship has focused on two areas; evaluating instructional designs of simulation programs, and the integration of simulation into a broader educational…
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Olsson, Peter Q.; Cotton, William R.
1997-02-01
banded vorticity structure at midtropospheric levels. These bands were found to be due to the apparent vertical transport of zonal momentum by the descending rear-to-front circulation, or rear-inflow jet. An equivalent alternative viewpoint of this process, deformation of horizontal vorticity filaments by the convective updrafts and rear-inflow jet, is discussed.Part II of this work presents a complementary approach to the analysis presented here, demonstrating that the circulations seen in this MCC simulation are, to a large degree, contained within the nonlinear balance approximation, the related balanced omega equation, and the PV as analyzed from the PE model results.
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Westerdahl, Daniel E; Henry, Timothy D
2016-02-15
Implementation of simulation-based medical education (SBME) can improve cardiovascular fellows' angiography skills and knowledge SBME focused on performing coronary angiography shortened procedure times and decreased the use of cine-fluoroscopy The ACGME mandate and SCAI's Simulation Committee recommendations suggest SBME will play an expanding and integral role in the field of cardiovascular medicine. © 2016 Wiley Periodicals, Inc.
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Education and training of future nuclear engineers through the use of an interactive plant simulator
International Nuclear Information System (INIS)
Ahnert, C.; Cuervo, D.; Garcia-Herranz, N.; Aragones, J.M.; Cabellos, O.; Gallego, E.; Minguez, E.; Lorente, A.; Piedra, D.; Rebollo, L.; Blanco, J.
2010-01-01
The International Atomic Energy Agency (IAEA) sponsors the development of nuclear reactor simulators for education, or arranges the supply of such simulation programs. Aware of this, the Department of Nuclear Engineering of the Universidad Politecnica de Madrid was provided in 2008 with the Interactive Graphical Simulator of the Spanish nuclear power plant Jose Cabrera, whose operation ceased definitively in 2006. According with the IAEA-TECDOC- 1411, the simulator is a Graphical Simulator, used for training of main control room personnel, technical support engineers, and operations management. This paper presents all the work performed at the Department to turn the simulator into a teaching/learning tool, to be use in the nuclear engineering studies following guidance found in: Shtub, A. Parush, T.T. Hewett 'The use of simulation in learning and teaching' (Int. J. Eng. Educ., 25(2), 2009, pp. 206-208). The experience obtained so far with the use of the simulator has been very successful. The graduate students involved in the development of the projects, practices and documents related with the simulator show a great interest for the work that they are doing making that the laboratory where the simulator is installed to be busy place. Regarding the undergraduate students, the practices in the simulator encourage them to follow the Nuclear Energy studies in the Engineering Schools, what is very rewarding for the Department professors. The simulator has proved to be an optimal tool to transfer the knowledge of the physical phenomena that are involved in the nuclear power plants, from the nuclear reactor to the whole set of systems and equipments on a nuclear power plant. It is also a relevant tool for motivation of the students, and to complete the theoretical lessons. This use of the simulator in the learning-teaching process meats also the criteria recommended for the Bologna adapted studies, as it helps to increase the private hands-on work of the student, and
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[Education in our time: competency or aptitude? The case for medicine. Part I].
Viniegra-Velázquez, Leonardo
This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education. Competency represents the actual tendencies of passive education, where knowledge is just about acquiring information. Aptitude refers to participatory education, described in the second part of this essay. The passive education is present in the professional competencies model, specified in terms of curricula, profiles, levels, school activities, evaluation, concept of progress and social consequences. This paradigm does not foster real progress-defined as the primacy of values sustaining spiritual, intellectual and moral development but as an "accomplice" of the civilization's collapse. Copyright © 2017 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.
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White, Ian; Buchberg, Brian; Tsikitis, V Liana; Herzig, Daniel O; Vetto, John T; Lu, Kim C
2014-06-01
Colorectal cancer is the second most common cause of death in the USA. The need for screening colonoscopies, and thus adequately trained endoscopists, particularly in rural areas, is on the rise. Recent increases in required endoscopic cases for surgical resident graduation by the Surgery Residency Review Committee (RRC) further emphasize the need for more effective endoscopic training during residency to determine if a virtual reality colonoscopy simulator enhances surgical resident endoscopic education by detecting improvement in colonoscopy skills before and after 6 weeks of formal clinical endoscopic training. We conducted a retrospective review of prospectively collected surgery resident data on an endoscopy simulator. Residents performed four different clinical scenarios on the endoscopic simulator before and after a 6-week endoscopic training course. Data were collected over a 5-year period from 94 different residents performing a total of 795 colonoscopic simulation scenarios. Main outcome measures included time to cecal intubation, "red out" time, and severity of simulated patient discomfort (mild, moderate, severe, extreme) during colonoscopy scenarios. Average time to intubation of the cecum was 6.8 min for those residents who had not undergone endoscopic training versus 4.4 min for those who had undergone endoscopic training (p Virtual reality endoscopic simulation is an effective tool for both augmenting surgical resident endoscopy cancer education and measuring improvement in resident performance after formal clinical endoscopic training.
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Income Inequality and Education
Directory of Open Access Journals (Sweden)
Richard Breen
2015-08-01
Full Text Available Many commentators have seen the growing gap in earnings and income between those with a college education and those without as a major cause of increasing inequality in the United States and elsewhere. In this article we investigate the extent to which increasing the educational attainment of the US population might ameliorate inequality. We use data from NLSY79 and carry out a three-level decomposition of total inequality into within-person, between-person and between-education parts. We find that the between-education contribution to inequality is small, even when we consider only adjusted inequality that omits the within-person component. We carry out a number of simulations to gauge the likely impact on inequality of changes in the distribution of education and of a narrowing of the differences in average incomes between those with different levels of education. We find that any feasible educational policy is likely to have only a minor impact on income inequality.
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A writer's guide to education scholarship: Qualitative education scholarship (part 2).
Chan, Teresa M; Ting, Daniel K; Hall, Andrew Koch; Murnaghan, Aleisha; Thoma, Brent; McEwen, Jill; Yarris, Lalena M
2018-03-01
Education scholarship can be conducted using a variety of methods, from quantitative experiments to qualitative studies. Qualitative methods are less commonly used in emergency medicine (EM) education research but are well-suited to explore complex educational problems and generate hypotheses. We aimed to review the literature to provide resources to guide educators who wish to conduct qualitative research in EM education. We conducted a scoping review to outline: 1) a list of journals that regularly publish qualitative educational papers; 2) an aggregate set of quality markers for qualitative educational research and scholarship; and 3) a list of quality checklists for qualitative educational research and scholarship. We found nine journals that have published more than one qualitative educational research paper in EM. From the literature, we identified 39 quality markers that were grouped into 10 themes: Initial Grounding Work (preparation, background); Goals, Problem Statement, or Question; Methods (general considerations); Sampling Techniques; Data Collection Techniques; Data Interpretation and Theory Generation; Measures to Optimize Rigour and Trustworthiness; Relevance to the Field; Evidence of Reflective Practice; Dissemination and Reporting. Lastly, five quality checklists were found for guiding educators in reporting their qualitative work. Many problems that EM educators face are well-suited to exploration using qualitative methods. The results of our scoping review provide publication venues, quality indicators, and checklists that may be useful to EM educators embarking on qualitative projects.
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Sorensen, J.L.; Navne, L.E.; Martin, H.M.; Ottesen, B.; Albrecthsen, C.K.; Pedersen, B.W.; Kjaergaard, H.; Vleuten, C. van der
2015-01-01
OBJECTIVE: To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals. DESIGN: Qualitative study using focus groups and content analysis. PARTICIPANTS:
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Visual software system for memory interleaving simulation
Directory of Open Access Journals (Sweden)
Milenković Katarina
2017-01-01
Full Text Available This paper describes the visual software system for memory interleaving simulation (VSMIS, implemented for the purpose of the course Computer Architecture and Organization 1, at the School of Electrical Engineering, University of Belgrade. The simulator enables students to expand their knowledge through practical work in the laboratory, as well as through independent work at home. VSMIS gives users the possibility to initialize parts of the system and to control simulation steps. The user has the ability to monitor simulation through graphical representation. It is possible to navigate through the entire hierarchy of the system using simple navigation. During the simulation the user can observe and set the values of the memory location. At any time, the user can reset the simulation of the system and observe it for different memory states; in addition, it is possible to save the current state of the simulation and continue with the execution of the simulation later. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III44009
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Reid-Searl, Kerry; Bowman, Anita; McAllister, Margaret; Cowling, Cynthia; Spuur, Kelly
2014-12-01
Clinical learning experiences for sonography and medical imaging students can sometimes involve the practice of technical procedures with less of a focus on developing communication skills with patients. Whilst patient-based simulation scenarios have been widely reported in other health education programmes, there is a paucity of research in sonography and medical imaging. The aim of this study was to explore the effectiveness of Mask-Ed™ (KRS Simulation) in the learning and teaching of clinical communication skills to undergraduate medical sonography and medical imaging students. Mask-Ed™ (KRS Simulation) is a simulation technique where the educator is hidden behind wearable realistic silicone body props including masks. Focus group interviews were conducted with 11 undergraduate medical sonography and medical imaging students at CQUniversity, Australia. The number of participants was limited to the size of the cohort of students enrolled in the course. Prior to these interviews participants were engaged in learning activities that featured the use of the Mask-Ed™ (KRS Simulation) method. Thematic analysis was employed to explore how the introduction of Mask-Ed™ (KRS Simulation) contributed to students' learning in relation to clinical communication skills. Key themes included: benefits of interacting with someone real rather than another student, learning made fun, awareness of empathy, therapeutic communication skills, engaged problem solving and purposeful reflection. Mask-Ed™ (KRS Simulation) combined with interactive sessions with an expert facilitator, contributed positively to students' learning in relation to clinical communication skills. Participants believed that interacting with someone real, as in the Mask-Ed characters was beneficial. In addition to the learning being described as fun, participants gained an awareness of empathy, therapeutic communication skills, engaged problem solving and purposeful reflection.
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Directory of Open Access Journals (Sweden)
Brendan Kerr
2013-07-01
Full Text Available Introduction: Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence. Methods: Participants (N=27 were group randomized to either a simulation-based workshop or a traditional case-based workshop. Results: Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76 nor did significantly decrease in the simulation group (d= − 0.44; p=0.19. Self-reported comfort in patient assessment parameters increased in both groups (p<0.05 in all. However, only the simulation group reported an increase in comfort in patient management (d=1.1, p=0.051 for the traditional group and d=1.3; p= 0.0003 for the simulation group. At 1 month, comfort measures in the traditional group increased consistently over time while these measures in the simulation group increased post-workshop but decreased by 1 month, suggesting that some of the effects of training with simulation may be short lived. Discussion: The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial.
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Application of Nuclear Power Plant Simulator for High School Student Training
Energy Technology Data Exchange (ETDEWEB)
Kong, Chi Dong; Choi, Soo Young; Park, Min Young; Lee, Duck Jung [Ulsan National Institute of Science and Technology, Ulsan (Korea, Republic of)
2014-10-15
In this context, two lectures on nuclear power plant simulator and practical training were provided to high school students in 2014. The education contents were composed of two parts: the micro-physics simulator and the macro-physics simulator. The micro-physics simulator treats only in-core phenomena, whereas the macro-physics simulator describes whole system of a nuclear power plant but it considers a reactor core as a point. The high school students showed strong interests caused by the fact that they operated the simulation by themselves. This abstract reports the training detail and evaluation of the effectiveness of the training. Lectures on nuclear power plant simulator and practical exercises were performed at Ulsan Energy High School and Ulsan Meister High School. Two simulators were used: the macro- and micro-physics simulator. Using the macro-physics simulator, the following five simulations were performed: reactor power increase/decrease, reactor trip, single reactor coolant pump trip, large break loss of coolant accident, and station black-out with D.C. power loss. Using the micro-physics simulator, the following three analyses were performed: the transient analysis, fuel rod performance analysis, and thermal-hydraulics analysis. The students at both high schools showed interest and strong support for the simulator-based training. After the training, the students showed passionate responses that the education was of help for them to get interest in a nuclear power plant.
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Application of Nuclear Power Plant Simulator for High School Student Training
International Nuclear Information System (INIS)
Kong, Chi Dong; Choi, Soo Young; Park, Min Young; Lee, Duck Jung
2014-01-01
In this context, two lectures on nuclear power plant simulator and practical training were provided to high school students in 2014. The education contents were composed of two parts: the micro-physics simulator and the macro-physics simulator. The micro-physics simulator treats only in-core phenomena, whereas the macro-physics simulator describes whole system of a nuclear power plant but it considers a reactor core as a point. The high school students showed strong interests caused by the fact that they operated the simulation by themselves. This abstract reports the training detail and evaluation of the effectiveness of the training. Lectures on nuclear power plant simulator and practical exercises were performed at Ulsan Energy High School and Ulsan Meister High School. Two simulators were used: the macro- and micro-physics simulator. Using the macro-physics simulator, the following five simulations were performed: reactor power increase/decrease, reactor trip, single reactor coolant pump trip, large break loss of coolant accident, and station black-out with D.C. power loss. Using the micro-physics simulator, the following three analyses were performed: the transient analysis, fuel rod performance analysis, and thermal-hydraulics analysis. The students at both high schools showed interest and strong support for the simulator-based training. After the training, the students showed passionate responses that the education was of help for them to get interest in a nuclear power plant
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Bernstein, Bianca L.; Bekki, Jennifer M.; Wilkins, Kerrie G.; Harrison, Caroline J.
2016-01-01
Strong interpersonal communication skills (ICS) are critical for educational and career success, but effective and widely accessible training systems are not available. This paper describes a 2 × 2 × 2 experimental study of an online, educational simulation for practice with the ICS of active listening. The simulation was customized for women…
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Sub-impacts of simply supported beam struck by steel sphere—part II: Numerical simulations
Directory of Open Access Journals (Sweden)
Xiaoli Qi
2016-12-01
Full Text Available This part of the article describes numerical simulations of the problem investigated experimentally. A three-dimensional finite element model of elastic–plastic for sphere falling on beam has been implemented using the nonlinear dynamic finite element software LS-DYNA. From the numerical simulations, it was found that the LS-DYNA is suitable to study complex sub-impact phenomenon, and good agreement is in general obtained between the simulation and experimental results. The numerical simulations show that the initial impact velocity, equivalent elasticity modulus, contact curvature radius of the sphere, and equivalent mass have great influence on the contact–impact time of the sub-impact, and an applicable range of the theoretical expression of contact–impact time of the sub-impact was determined. In addition, the numerical simulations demonstrate the ratios of maximum amplitudes of the first-, second-, and third-order vibrations to the maximum amplitudes of the beam vibrations, and the phase angle of the first-order vibration will change suddenly when the sub-impacts occur. Furthermore, the occurrence conditions of the sub-impacts were clarified numerically. It was found that the occurrence conditions of the sub-impacts can be represented by a mass ratio threshold, and the thickness or length of the beam has also a great influence on the occurrence of the sub-impacts. Once the sub-impacts occur, which would result in an uncertain behavior of the apparent coefficient of restitution.
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Judd, Belinda K; Scanlan, Justin N; Alison, Jennifer A; Waters, Donna; Gordon, Christopher J
2016-08-05
Despite the recent widespread adoption of simulation in clinical education in physiotherapy, there is a lack of validated tools for assessment in this setting. The Assessment of Physiotherapy Practice (APP) is a comprehensive tool used in clinical placement settings in Australia to measure professional competence of physiotherapy students. The aim of the study was to evaluate the validity of the APP for student assessment in simulation settings. A total of 1260 APPs were collected, 971 from students in simulation and 289 from students in clinical placements. Rasch analysis was used to examine the construct validity of the APP tool in three different simulation assessment formats: longitudinal assessment over 1 week of simulation; longitudinal assessment over 2 weeks; and a short-form (25 min) assessment of a single simulation scenario. Comparison with APPs from 5 week clinical placements in hospital and clinic-based settings were also conducted. The APP demonstrated acceptable fit to the expectations of the Rasch model for the 1 and 2 week clinical simulations, exhibiting unidimensional properties that were able to distinguish different levels of student performance. For the short-form simulation, nine of the 20 items recorded greater than 25 % of scores as 'not-assessed' by clinical educators which impacted on the suitability of the APP tool in this simulation format. The APP was a valid assessment tool when used in longitudinal simulation formats. A revised APP may be required for assessment in short-form simulation scenarios.
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Comparing Traditional versus Alternative Sequencing of Instruction When Using Simulation Modeling
Bowen, Bradley; DeLuca, William
2015-01-01
Many engineering and technology education classrooms incorporate simulation modeling as part of curricula to teach engineering and STEM-based concepts. The traditional method of the learning process has students first learn the content from the classroom teacher and then may have the opportunity to apply the learned content through simulation…
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The use of digital games and simulators in veterinary education: an overview with examples
de Bie, M.; Lipman, L.J.A.
2012-01-01
In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The
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Kantar, Rami S; Plana, Natalie M; Cutting, Court B; Diaz-Siso, Jesus Rodrigo; Flores, Roberto L
2018-01-29
In October 2012, a freely available, internet-based cleft simulator was created in partnership between academic, nonprofit, and industry sectors. The purpose of this educational resource was to address global disparities in cleft surgery education. This report assesses demographics, usage, and global effect of our simulator, in its fifth year since inception. Evaluate the global effect, usage, and demographics of an internet-based educational digital simulation cleft surgery software. Simulator modules, available in five languages demonstrate surgical anatomy, markings, detailed procedures, and intraoperative footage to supplement digital animation. Available data regarding number of users, sessions, countries reached, and content access were recorded. Surveys evaluating the demographic characteristics of registered users and simulator use were collected by direct e-mail. The total number of simulator new and active users reached 2865 and 4086 in June 2017, respectively. By June 2017, users from 136 countries had accessed the simulator. From 2015 to 2017, the number of sessions was 11,176 with a monthly average of 399.0 ± 190.0. Developing countries accounted for 35% of sessions and the average session duration was 9.0 ± 7.3 minutes. This yields a total simulator screen time of 100,584 minutes (1676 hours). Most survey respondents were surgeons or trainees (87%) specializing in plastic, maxillofacial, or general surgery (89%). Most users found the simulator to be useful (88%), at least equivalent or more useful than other resources (83%), and used it for teaching (58%). Our internet-based interactive cleft surgery platform reaches its intended target audience, is not restricted by socioeconomic barriers to access, and is judged to be useful by surgeons. More than 4000 active users have been reached since inception. The total screen time over approximately 2 years exceeded 1600 hours. This suggests that future surgical simulators of this kind may be sustainable by
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International Nuclear Information System (INIS)
Adelmann, Andreas; Gsell, Achim; Oswald, Benedikt; Schietinger, Thomas; Bethel, Wes; Shalf, John; Siegerist, Cristina; Stockinger, Kurt
2007-01-01
Significant problems facing all experimental and computational sciences arise from growing data size and complexity. Common to all these problems is the need to perform efficient data I/O on diverse computer architectures. In our scientific application, the largest parallel particle simulations generate vast quantities of six-dimensional data. Such a simulation run produces data for an aggregate data size up to several TB per run. Motivated by the need to address data I/O and access challenges, we have implemented H5Part, an open source data I/O API that simplifies the use of the Hierarchical Data Format v5 library (HDF5). HDF5 is an industry standard for high performance, cross-platform data storage and retrieval that runs on all contemporary architectures from large parallel supercomputers to laptops. H5Part, which is oriented to the needs of the particle physics and cosmology communities, provides support for parallel storage and retrieval of particles, structured and in the future unstructured meshes. In this paper, we describe recent work focusing on I/O support for particles and structured meshes and provide data showing performance on modern supercomputer architectures like the IBM POWER 5
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Evans, Cecile B; Mixon, Diana K
2015-12-01
The purpose of this paper was to assess undergraduate nursing students' pain knowledge after participation in a simulation scenario. The Knowledge and Attitudes of Survey Regarding Pain (KASRP) was used to assess pain knowledge. In addition, reflective questions related to the simulation were examined. Student preferences for education method and reactions to the simulation (SIM) were described. Undergraduate nursing students' knowledge of pain management is reported as inadequate. An emerging pedagogy used to educate undergraduate nurses in a safe, controlled environment is simulation. Literature reports of simulation to educate students' about pain management are limited. As part of the undergraduate nursing student clinical coursework, a post-operative pain management simulation, the SIM was developed. Students were required to assess pain levels and then manage the pain for a late adolescent male whose mother's fear of addiction was a barrier to pain management. The students completed an anonymous written survey that included selected questions from the KASRP and an evaluation of the SIM experience. The students' mean KASRP percent correct was 70.4% ± 8.6%. Students scored the best on items specific to pain assessment and worst on items specific to opiate equivalents and decisions on PRN orders. The students' overall KASRP score post simulation was slightly better than previous studies of nursing students. These results suggest that educators should consider simulations to educate about pain assessment and patient/family education. Future pain simulations should include more opportunities for students to choose appropriate pain medications when provided PRN orders. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.
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Whitehead, Clive
2005-01-01
Part II of this historiographical study examines British education policy in Africa, and in the many crown colonies, protectorates, and mandated territories around the globe. Up until 1920, the British government took far less interest than in India, in the development of schooling in Africa and the rest of the colonial empire, and education was…
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Prior, Edwin J. (Compiler); Jacobs, James A. (Compiler); Edmonson, William (Compiler); Wilkerson, Amy (Compiler)
2004-01-01
The 18th Annual National Educators Workshop [NEW:Update 2003] was a part of NASA Langley s celebration of the Centennial of Controlled, Powered Flight by Orville and Wilbur Wright on December 17, 1903. The conference proceedings from NEW:Update 2003 reflect the Flight 100 theme by first providing a historic perspective on the remarkable accomplishments of the Wright Brothers. The historical perspective set the stag for insights into aeronautics and aerospace structures and materials now and into the future. The NEW:Update 2003 proceedings provide valuable resources to educators and students in the form of visuals, experiments and demonstrations for classes/labs at levels ranging from precollege through college education.
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Prior, Edwin J. (Compiler); Jacobs, James A. (Compiler); Edmonson, William (Compiler); Wilkerson, Amy (Compiler)
2004-01-01
The 18th Annual National Educators Workshop [NEW:Update 2003] was a part of NASA Langley s celebration of the Centennial of Controlled, Powered Flight by Orville and Wilbur Wright on December 17, 1903. The conference proceedings from NEW:Update 2003 reflect the Flight 100 theme by first providing a historic perspective on the remarkable accomplishments of the Wright Brothers. The historical perspective set the stag for insights into aeronautics and aerospace structures and materials now and into the future. The NEW:Update 2003 proceedings provide valuable resources to educators and students in the form of visuals, experiments and demonstrations for classes/labs at levels ranging from precollege through college education.
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Gallagher, Ann; Peacock, Matthew; Zasada, Magdalena; Coucke, Trees; Cox, Anna; Janssens, Nele
2017-07-01
There has been little previous scholarship regarding the aims, options and impact of ethics education on residential care-givers. This manuscript details findings from a pragmatic cluster trial evaluating the impact of three different approaches to ethics education. The focus of the article is on one of the interventions, an immersive simulation experience. The simulation experience required residential care-givers to assume the profile of elderly care-recipients for a 24-hr period. The care-givers were student nurses. The project was reviewed favourably by a university ethics committee, and participants provided informed consent. Data from six postsimulation experience focus groups were analysed thematically and three themes were identified: the experience of vulnerability, dignity in care and the organisation of care. Findings suggest that the immersive simulation experience had a powerful immediate impact as participants described epiphanous insights relating to their care experiences. It is suggested that reflecting on and recording epiphanous events has the potential to sustain ethical care practices. Further research is required to evaluate the impact of different ethics education interventions in different cultural contexts. Exploration is also required regarding the meaning and significance of care epiphanies, those "most delicate and evanescent of moments," for the sustainability of ethical care. © 2016 John Wiley & Sons Ltd.
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Kim, Yun Hee; Jang, Keum Seong
2011-04-01
This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, pproblem solving process was not included (t=1.11, p=.138). The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.
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Innovative Simulation Strategies in Education
Directory of Open Access Journals (Sweden)
Michelle Aebersold
2012-01-01
Full Text Available The use of simulation in the undergraduate nursing curriculum is gaining popularity and is becoming a foundation of many nursing programs. The purpose of this paper is to highlight a new simulation teaching strategy, virtual reality (VR simulation, which capitalizes on the technological skills of the new generation student. This small-scale pilot study focused on improving interpersonal skills in senior level nursing students using VR simulation. In this study, a repeated-measure design was used to evaluate the effectiveness of VR simulation on improving student’s performance over a series of two VR scenarios. Using the Emergency Medicine Crisis Resource Management (EMCRM tool, student performance was evaluated. Overall, the total EMCRM score improved but not significantly. The subscale areas of communication (P=.047, 95% CI:−1.06,−.007 and professional behavior (P=.003, 95% CI:−1.12,−.303 did show a significant improvement between the two scenario exposures. Findings from this study show the potential for virtual reality simulations to have an impact on nursing student performance.
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Goldberg, A; Silverman, E; Samuelson, S; Katz, D; Lin, H M; Levine, A; DeMaria, S
2015-05-01
Anaesthetists may fail to recognize and manage certain rare intraoperative events. Simulation has been shown to be an effective educational adjunct to typical operating room-based education to train for these events. It is yet unclear, however, why simulation has any benefit. We hypothesize that learners who are allowed to manage a scenario independently and allowed to fail, thus causing simulated morbidity, will consequently perform better when re-exposed to a similar scenario. Using a randomized, controlled, observer-blinded design, 24 first-year residents were exposed to an oxygen pipeline contamination scenario, either where patient harm occurred (independent group, n=12) or where a simulated attending anaesthetist intervened to prevent harm (supervised group, n=12). Residents were brought back 6 months later and exposed to a different scenario (pipeline contamination) with the same end point. Participants' proper treatment, time to diagnosis, and non-technical skills (measured using the Anaesthetists' Non-Technical Skills Checklist, ANTS) were measured. No participants provided proper treatment in the initial exposure. In the repeat encounter 6 months later, 67% in the independent group vs 17% in the supervised group resumed adequate oxygen delivery (P=0.013). The independent group also had better ANTS scores [median (interquartile range): 42.3 (31.5-53.1) vs 31.3 (21.6-41), P=0.015]. There was no difference in time to treatment if proper management was provided [602 (490-820) vs 610 (420-800) s, P=0.79]. Allowing residents to practise independently in the simulation laboratory, and subsequently, allowing them to fail, can be an important part of simulation-based learning. This is not feasible in real clinical practice but appears to have improved resident performance in this study. The purposeful use of independent practice and its potentially negative outcomes thus sets simulation-based learning apart from traditional operating room learning. © The Author
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General specifications for the development of a PC-based simulator of the NASA RECON system
Dominick, Wayne D. (Editor); Triantafyllopoulos, Spiros
1984-01-01
The general specifications for the design and implementation of an IBM PC/XT-based simulator of the NASA RECON system, including record designs, file structure designs, command language analysis, program design issues, error recovery considerations, and usage monitoring facilities are discussed. Once implemented, such a simulator will be utilized to evaluate the effectiveness of simulated information system access in addition to actual system usage as part of the total educational programs being developed within the NASA contract.
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Marriott, Pru; Tan, Siew Min; Marriott, Neil
2015-01-01
Finance is a popular programme of study in UK higher education despite it being a challenging subject that requires students to understand and apply complex and abstract mathematical models and academic theories. Educational simulation is an active learning method found to be useful in enhancing students' learning experience, but there has been…
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Virtual patient simulator for distributed collaborative medical education.
Caudell, Thomas P; Summers, Kenneth L; Holten, Jim; Hakamata, Takeshi; Mowafi, Moad; Jacobs, Joshua; Lozanoff, Beth K; Lozanoff, Scott; Wilks, David; Keep, Marcus F; Saiki, Stanley; Alverson, Dale
2003-01-01
Project TOUCH (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) investigates the feasibility of using advanced technologies to enhance education in an innovative problem-based learning format currently being used in medical school curricula, applying specific clinical case models, and deploying to remote sites/workstations. The University of New Mexico's School of Medicine and the John A. Burns School of Medicine at the University of Hawai'i face similar health care challenges in providing and delivering services and training to remote and rural areas. Recognizing that health care needs are local and require local solutions, both states are committed to improving health care delivery to their unique populations by sharing information and experiences through emerging telehealth technologies by using high-performance computing and communications resources. The purpose of this study is to describe the deployment of a problem-based learning case distributed over the National Computational Science Alliance's Access Grid. Emphasis is placed on the underlying technical components of the TOUCH project, including the virtual reality development tool Flatland, the artificial intelligence-based simulation engine, the Access Grid, high-performance computing platforms, and the software that connects them all. In addition, educational and technical challenges for Project TOUCH are identified. Copyright 2003 Wiley-Liss, Inc.
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Simulating Real Life: Enhancing Social Work Education on Alcohol Screening and Brief Intervention
Osborne, Victoria A.; Benner, Kalea; Sprague, Debra J.; Cleveland, Ivy N.
2016-01-01
Social work students typically use role play with student colleagues to practice clinical intervention skills. Practice with simulated clients (SCs) rather than classmates changes the dynamics of the role play and may improve learning. This is the first known study to employ the SC model in substance use assessment in social work education. Social…
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Simulation of General Physics laboratory exercise
International Nuclear Information System (INIS)
Aceituno, P; Hernández-Cabrera, A; Hernández-Aceituno, J
2015-01-01
Laboratory exercises are an important part of general Physics teaching, both during the last years of high school and the first year of college education. Due to the need to acquire enough laboratory equipment for all the students, and the widespread access to computers rooms in teaching, we propose the development of computer simulated laboratory exercises. A representative exercise in general Physics is the calculation of the gravity acceleration value, through the free fall motion of a metal ball. Using a model of the real exercise, we have developed an interactive system which allows students to alter the starting height of the ball to obtain different fall times. The simulation was programmed in ActionScript 3, so that it can be freely executed in any operative system; to ensure the accuracy of the calculations, all the input parameters of the simulations were modelled using digital measurement units, and to allow a statistical management of the resulting data, measurement errors are simulated through limited randomization
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Kelly, Michelle M; Blunt, Elizabeth; Nestor, Kelly
2017-12-01
Few nurse practitioner (NP) programs include an after-hours/on-call component in their clinical preparation of NP students. This role is expected in many primary and specialty care practices, and is one that students feel unprepared to competently navigate. Utilizing simulated callers as patients or parents, NP students participated in a simulated after-hours/on-call experience that included receiving the call, managing the patient, and submitting documentation of the encounter. Students completed pre- and postparticipation evaluations, and were evaluated by the simulated patient callers and faculty using standardized evaluation tools. NP students rated the experience as an educationally valuable experience despite feeling anxious and nervous about the experience. Several essential skills were identified including critical thinking, clear communication, self-confidence, and access to resources. After participation NP students were more receptive to an NP position with an on-call component. Inclusion of a simulated on-call experience is a feasible component of NP education and should be added to the NP curriculum. ©2017 American Association of Nurse Practitioners.
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Energy Technology Data Exchange (ETDEWEB)
Ruehle, G
1977-04-01
The energy consumption of industry and private households in a country is closely linked with the amount and development of the GNP and income available. Instead of extrapolations, a dynamic econometric model was developed based on the Keynesian theory and the data of 1960 to 1974 relating to national accounts. The economic ties between Baden--Wuerttemberg and the FRG are to be ensured by a subsequent coupling of the FRG-model. In the second part of this paper the equations selected in the first part are checked due to revised basic data, and a complete set of equations is combined as a model. The behavior of this model is tested by comparing simulation results with basic data and by means of a regulative theoretical stability analysis. While the simulation data repeat the course of the GNP and the available income sufficiently precise, yields, private capital investments and the unemployment ratio are superimposed with larger variations. The stability analysis proved a model behavior to be oscillatory stable.
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MacLean, Sharon; Geddes, Fiona; Kelly, Michelle; Della, Phillip
2018-03-01
Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence is available on how to best facilitate and evaluate the reliability and accuracy of SPs' performances. The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs. A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS. Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills. The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.
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Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty
2011-01-01
Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.
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Payne, Ellen K.; Berry, David C.; Seitz, S. Robert
2014-01-01
In Part 1 of this series [see: EJ1044392], the concepts of hemorrhaging, shock, and controlling bleeding as they relate to athletic training and prehospital emergency care along with the use of tourniquets were presented for athletic training educators (ATEs) to teach the skill in the classroom. This article, Part 2 of advanced bleeding control,…
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Directory of Open Access Journals (Sweden)
Lesa Natacha Rodríguez Pérez
2012-12-01
Full Text Available The search of alternatives to organize and improve the formation process in higher education through the unbreakable fusion between instruction and education constitutes a challenge in the professional culture of university teachers. It is worthy if you bet for a constant interaction among teachers. Taking into consideration this aspiration, the present work, by the scientific way, contributes to the socialization of experiences from the pedagogical staff. Due to this, the authors of the investigation propose: to design a system of budgets for the achievement of the educative labor and the political and ideological work as part of the professional culture. The investigation carried out was sustained on the integral character that primes in this determination, due to its aim it must be directed towards the progress of dimensions: educative, instructive, and developing, necessary to the students’ integral formation.
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Pritchard, Shane A; Blackstock, Felicity C; Keating, Jennifer L; Nestel, Debra
2017-11-01
The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.
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Garneli, Varvara; Chorianopoulos, Konstantinos
2018-01-01
Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students' code. For this purpose, we performed a teaching intervention that took place over five…
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Clayton, Margaret F; Supiano, Katherine; Wilson, Rebecca; Lassche, Madeline; Latendresse, Gwen
Simulation is a standard clinical nursing educational approach; however, simulation is rarely used in nonclinical nursing education. In doctor of philosophy (PhD) programs, ethical content about responsible conduct of research (RCR) is traditionally didactic, presented early in the program of study. Ethics content merits review before students begin the dissertation phase; thus, the purpose of this project was to design and implement simulated scenarios to help students apply RCR principles prior to beginning independent research. Two scenarios were developed: (a) a potential protocol change discussed in a research team meeting and (b) an in-home data collection experience with an elderly participant and her daughter. Actors were trained faculty volunteers, playing roles outside their usual academic positions. Faculty facilitated scenarios by posing questions as cues related to desired learning outcomes as scenarios unfolded. Eleven nursing PhD students and 6 faculty participated. Debriefing facilitated discussion of RCR principles, common research quandaries, and suggested scenario revisions. Faculty, expert observation, and video-review showed that younger and less experienced students tried to give the "right" answer rather than implement RCR appropriate solutions. Students with more clinical experience had difficulty adopting the less familiar researcher role. Overall, simulation is a novel and useful way to enhance RCR content in PhD programs. Copyright © 2016 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
V. Gökhan BÖCEKÇİ
2013-01-01
Full Text Available The present report describes the realization of an educational simulation program to determine the amount of linear thermal expansion in experimental materials. An interferogram signal derived from an interferometric measurement system was modeled as a video signal in a computer environment. A simulation program was designed from the model signal in order to detect the amount of expansion in materials. The simulation program determined the amount of to heat by detecting the number of fringes in interferogram video signals of the material. This simulation program facilitated experimental studies n academic institutions which are deprived of interferometric measurement systems.
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DEFF Research Database (Denmark)
Marhöfer, David Maximilian; Tosello, Guido; Islam, Aminul
2015-01-01
. In the reported work, process simulations using Autodesk Moldflow Insight 2015® are applied to a micro mechanical part to be fabricated by micro injection molding and with over-all dimensions of 12.0 × 3.0 × 0.8 mm³ and micro features (micro hole, diameter of 580 μm, and sharp radii down to 100 μm). Three...
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The Usefulness and Ease of Use of a Mobile Simulation Application for Learning of ERP Systems
Directory of Open Access Journals (Sweden)
Brenda Scholtz
2017-10-01
Full Text Available The hands-on use of complex, industrial Enterprise Resource Planning (ERP systems in educational contexts can be costly and complex. Tools that simulate the hands-on use of an ERP system have been proposed as alternatives. Research into the perceived usefulness (PU and perceived ease of use (PEOU of these simulation tools in an m-learning environment is limited. As part of this study, an m-learning simulation application (SYSPRO Latte was designed based on experiential learning theory and on a previously proposed theoretical framework for m-learning. The application simulates the hands-on experience of an ERP system. The purpose of this paper is to analyse the results of a study of 49 students who used SYSPRO Latte and completed a questionnaire on its PEOU and PU. The results revealed that students perceived SYSPRO Latte to be easy to use and useful, and verified other studies identifying a correlation between PEOU and PU. The study also confirmed the benefits of simulation-based learning and m-learning particularly for content presentation. The importance of considering design principles for m-learning applications was highlighted. This study is part of a larger, comprehensive research project that aims at improving learning of ERP systems in higher education.
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Directory of Open Access Journals (Sweden)
R. Stukavec
2010-09-01
Full Text Available The paper deals with the second part of results of the Czech Science Foundation research project that was aimed into the simulation and measurement of the transmission distortions of the digital terrestrial television according to DVB-T/H standards. In this part the hierarchical modulation performance characteristics and its simulation and laboratory measurements are presented. The paper deals with the hierarchical oriented COFDM modulator for the digital terrestrial television transmission and DVB-T/H standards and possible utilization of this technique in real broadcasting scenarios – fixed, portable and mobile digital TV, all in one TV channel. Impact of the hierarchical modulation on Modulation Error Rate from I/Q constellations and Bit Error Rates before and after Viterbi decoding in DVB-T/H signal decoding are evaluated and discussed.
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Ekmekci, Ozgur
2013-01-01
This simulation study explores how the integration of interprofessional components into health care curriculum may impact professional stereotyping and collaborative behavior in care delivery teams comprised of a physician, a registered nurse, a physician's assistant, a physical therapist, and a radiation therapist. As part of the agent-based…
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Delpech, P O; Danion, J; Oriot, D; Richer, J P; Breque, C; Faure, J P
2017-02-01
Alike becoming a pilot requires competences, acquisition of technical skills is essential to become a surgeon. Halsted's theory on surgical education "See one, do one, and teach one" is not currently compatible with the reality of socio-economic constraints of the operating room, the patient's safety demand and the reduction of residents' work hours. In all countries, this brings mandatory to simulation education for surgery resident's training. Many models are available: video trainers or pelvi-trainers, computed simulator, animal models or human cadaver… Human cadaveric dissection has long been used to teach surgical anatomy. Surgery on human cadaveric model brings greatest accuracy to the haptic characteristics of surgical procedures. Learning in an appropriate and realistic simulation context increases the level of acquisition of the residents' skills and reduces stress and anxiety when performing real procedures. We present a technique of perfusion and ventilation of a fresh human cadaver that restores pulsatile circulation and respiratory movements of the model. Copyright © 2016 Elsevier Masson SAS. All rights reserved.
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PIC Simulations in Low Energy Part of PIP-II Proton Linac
Energy Technology Data Exchange (ETDEWEB)
Romanov, Gennady
2014-07-01
The front end of PIP-II linac is composed of a 30 keV ion source, low energy beam transport line (LEBT), 2.1 MeV radio frequency quadrupole (RFQ), and medium energy beam transport line (MEBT). This configuration is currently being assembled at Fermilab to support a complete systems test. The front end represents the primary technical risk with PIP-II, and so this step will validate the concept and demonstrate that the hardware can meet the specified requirements. SC accelerating cavities right after MEBT require high quality and well defined beam after RFQ to avoid excessive particle losses. In this paper we will present recent progress of beam dynamic study, using CST PIC simulation code, to investigate partial neutralization effect in LEBT, halo and tail formation in RFQ, total emittance growth and beam losses along low energy part of the linac.
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McGaghie, William C; Issenberg, S Barry; Cohen, Elaine R; Barsuk, Jeffrey H; Wayne, Diane B
2011-06-01
This article presents a comparison of the effectiveness of traditional clinical education toward skill acquisition goals versus simulation-based medical education (SBME) with deliberate practice (DP). This is a quantitative meta-analysis that spans 20 years, 1990 to 2010. A search strategy involving three literature databases, 12 search terms, and four inclusion criteria was used. Four authors independently retrieved and reviewed articles. Main outcome measures were extracted to calculate effect sizes. Of 3,742 articles identified, 14 met inclusion criteria. The overall effect size for the 14 studies evaluating the comparative effectiveness of SBME compared with traditional clinical medical education was 0.71 (95% confidence interval, 0.65-0.76; P medical education in achieving specific clinical skill acquisition goals. SBME is a complex educational intervention that should be introduced thoughtfully and evaluated rigorously at training sites. Further research on incorporating SBME with DP into medical education is needed to amplify its power, utility, and cost-effectiveness.
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International Nuclear Information System (INIS)
Shoults, R.R.; Barrera-Cardiel, E.
1992-01-01
This paper presents the design of a laboratory with software and hardware structures for digital and physical simulation in the area of Power Systems Control Education. The hardware structure includes a special man-machine interface designed with a graphical user interface approach. This interface allows the user full control over the simulation and provides facilities for the study of the response of the simulated system. This approach is illustrated with the design of a control system for a physically based HVDC transmission system model
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International Nuclear Information System (INIS)
Ridluan, Artit; Tokuhiro, Akira
2008-01-01
Time-invariant and time-variant numerical simulations of flow through a staggered tube bundle array, idealizing the lower plenum (LP) subsystem configuration of a very high temperature reactor (VHTR), were performed. In Part 1, the CFD prediction of fully periodic isothermal tube-bundle flow using steady Reynolds-averaged Navier-Stokes (SRANS) equations with common turbulence models was investigated at a Reynolds number (Re) of 1.8x10 4 , based on the tube diameter and inlet velocity. Three first-order turbulence models, standard k-ε turbulence, renormalized group (RNG) k-ε, and shear stress transport (SST) k-ω models, and a second-order turbulence model, Reynolds stress model (RSM), were considered. A comparison of CFD simulations and experiment results was made at five locations along (x,y) coordinates. The SRANS simulation showed that no universal model predicted the turbulent Reynolds stresses, and generally, the results were marginal to poor. This is because these models cannot accurately model the periodic, spatiotemporal nature of the complex wake flow structure. (author)
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Pain Assessment and Management in Nursing Education Using Computer-based Simulations.
Romero-Hall, Enilda
2015-08-01
It is very important for nurses to have a clear understanding of the patient's pain experience and of management strategies. However, a review of the nursing literature shows that one of the main barriers to proper pain management practice is lack of knowledge. Nursing schools are in a unique position to address the gap in pain management knowledge by facilitating the acquisition and use of knowledge by the next generation of nurses. The purpose of this article is to discuss the role of computer-based simulations as a reliable educational technology strategy that can enhance the learning experience of nursing students acquiring pain management knowledge and practice. Computer-based simulations provide a significant number of learning affordances that can help change nursing students' attitudes and behaviors toward and practice of pain assessment and management. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.
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The use of simulation in neurosurgical education and training. A systematic review.
Kirkman, Matthew A; Ahmed, Maria; Albert, Angelique F; Wilson, Mark H; Nandi, Dipankar; Sevdalis, Nick
2014-08-01
There is increasing evidence that simulation provides high-quality, time-effective training in an era of resident duty-hour restrictions. Simulation may also permit trainees to acquire key skills in a safe environment, important in a specialty such as neurosurgery, where technical error can result in devastating consequences. The authors systematically reviewed the application of simulation within neurosurgical training and explored the state of the art in simulation within this specialty. To their knowledge this is the first systematic review published on this topic to date. The authors searched the Ovid MEDLINE, Embase, and PsycINFO databases and identified 4101 articles; 195 abstracts were screened by 2 authors for inclusion. The authors reviewed data on study population, study design and setting, outcome measures, key findings, and limitations. Twenty-eight articles formed the basis of this systematic review. Several different simulators are at the neurosurgeon's disposal, including those for ventriculostomy, neuroendoscopic procedures, and spinal surgery, with evidence for improved performance in a range of procedures. Feedback from participants has generally been favorable. However, study quality was found to be poor overall, with many studies hampered by nonrandomized design, presenting normal rather than abnormal anatomy, lack of control groups and long-term follow-up, poor study reporting, lack of evidence of improved simulator performance translating into clinical benefit, and poor reliability and validity evidence. The mean Medical Education Research Study Quality Instrument score of included studies was 9.21 ± 1.95 (± SD) out of a possible score of 18. The authors demonstrate qualitative and quantitative benefits of a range of neurosurgical simulators but find significant shortfalls in methodology and design. Future studies should seek to improve study design and reporting, and provide long-term follow-up data on simulated and ideally patient outcomes.
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42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers
2010-10-01
... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Radiographers A Appendix A to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation...
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Using Simulation to Teach About Poverty in Nursing Education: A Review of Available Tools.
Reid, Carol A; Evanson, Tracy A
2016-01-01
Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula. Copyright © 2016 Elsevier Inc. All rights reserved.
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International Nuclear Information System (INIS)
Kim, Juyub; Kim, Juyoul; Kim, Sukhoon; Lee, Seunghee; Yoon, Taebin; Cliff, Li-Chi
2015-01-01
One of the lessons in the emergency response category is that information on the nuclear power plants of neighboring countries should be organized and the consequence can be assessed. In addition, many reactors have been constructed and are under construction on the eastern coast of China recently. Korea might be directly affected by an accident of Chinese nuclear power plant since Korea is located in the westerly belt. performed with the PCTRAN/CPR-1000 module. The result showed that normal operation and DBA conditions were simulated swiftly with the speed of 16 times faster than real time. Thus, it would be a good source term estimation module for the educational and training simulator
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Optimization and Simulation of SLM Process for High Density H13 Tool Steel Parts
Laakso, Petri; Riipinen, Tuomas; Laukkanen, Anssi; Andersson, Tom; Jokinen, Antero; Revuelta, Alejandro; Ruusuvuori, Kimmo
This paper demonstrates the successful printing and optimization of processing parameters of high-strength H13 tool steel by Selective Laser Melting (SLM). D-Optimal Design of Experiments (DOE) approach is used for parameter optimization of laser power, scanning speed and hatch width. With 50 test samples (1×1×1cm) we establish parameter windows for these three parameters in relation to part density. The calculated numerical model is found to be in good agreement with the density data obtained from the samples using image analysis. A thermomechanical finite element simulation model is constructed of the SLM process and validated by comparing the calculated densities retrieved from the model with the experimentally determined densities. With the simulation tool one can explore the effect of different parameters on density before making any printed samples. Establishing a parameter window provides the user with freedom for parameter selection such as choosing parameters that result in fastest print speed.
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Bidarra, Jose; Martins, Olimpio
2011-01-01
In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese "Ciencia Viva" (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the…
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Kneebone, Roger L
2016-01-01
Simulation is firmly established as a mainstay of clinical education, and extensive research has demonstrated its value. Current practice uses inanimate simulators (with a range of complexity, sophistication and cost) to address the patient 'as body' and trained actors or lay people (Simulated Patients) to address the patient 'as person'. These approaches are often separate.Healthcare simulation to date has been largely for the training and assessment of clinical 'insiders', simulating current practices. A close coupling with the clinical world restricts access to the facilities and practices of simulation, often excluding patients, families and publics. Yet such perspectives are an essential component of clinical practice. This paper argues that simulation offers opportunities to move outside a clinical 'insider' frame and create connections with other individuals and groups. Simulation becomes a bridge between experts whose worlds do not usually intersect, inviting an exchange of insights around embodied practices-the 'doing' of medicine-without jeopardising the safety of actual patients.Healthcare practice and education take place within a clinical frame that often conceals parallels with other domains of expert practice. Valuable insights emerge by viewing clinical practice not only as the application of medical science but also as performance and craftsmanship.Such connections require a redefinition of simulation. Its essence is not expensive elaborate facilities. Developments such as hybrid, distributed and sequential simulation offer examples of how simulation can combine 'patient as body' with 'patient as person' at relatively low cost, democratising simulation and exerting traction beyond the clinical sphere.The essence of simulation is a purposeful design, based on an active process of selection from an originary world, abstraction of what is criterial and re - presentation in another setting for a particular purpose or audience. This may be done within
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Supporting transitions in medical career pathways: the role of simulation-based education.
Cleland, Jennifer; Patey, Rona; Thomas, Ian; Walker, Kenneth; O'Connor, Paul; Russ, Stephanie
2016-01-01
Transitions, or periods of change, in medical career pathways can be challenging episodes, requiring the transitioning clinician to take on new roles and responsibilities, adapt to new cultural dynamics, change behaviour patterns, and successfully manage uncertainty. These intensive learning periods present risks to patient safety. Simulation-based education (SBE) is a pedagogic approach that allows clinicians to practise their technical and non-technical skills in a safe environment to increase preparedness for practice. In this commentary, we present the potential uses, strengths, and limitations of SBE for supporting transitions across medical career pathways, discussing educational utility, outcome and process evaluation, and cost and value, and introduce a new perspective on considering the gains from SBE. We provide case-study examples of the application of SBE to illustrate these points and stimulate discussion.
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Cant, Robyn P; Cooper, Simon J
2017-11-01
Simulation modalities are numerous in nursing education, with a need to reveal their range and impact. We reviewed current evidence for effectiveness of medium to high fidelity simulation as an education mode in pre-licensure/pre-registration nurse education. A state-of-the-art review and meta-analyses was conducted based on a systematic search of publications in English between 2010 and 2015. Of 72 included studies, 43 were quantitative primary studies (mainly quasi-experimental designs), 13 were qualitative studies and 16 were reviews of literature. Forty of 43 primary studies reported benefits to student learning, and student satisfaction was high. Simulation programs provided multi-modal ways of learning. A meta-analysis (8 studies, n = 652 participants) identified that simulation programs significantly improved clinical knowledge from baseline. The weighted mean increase was 5.0 points (CI: 3.25-6.82) on a knowledge measure. Other objectively rated measures (eg, trained observers with checklists) were few. Reported subjective measures such as confidence and satisfaction when used alone have a strong potential for results bias. Studies presented valid empirical evidence, but larger studies are required. Simulation programs in pre-licensure nursing curricula demonstrate innovation and excellence. The programs should be shared across the discipline to facilitate development of multimodal learning for both pre-licensure and postgraduate nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.
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In defence of andragogy. Part 2: An educational process consistent with modern nursing's aims.
Milligan, F
1997-12-01
In 1987 the English National Board (1987) made it clear that it supported a move towards an andragogical approach to nurse education. Recently such moves have been questioned as has the validity of andragogy (Darbyshire 1993). In response to such challenges this paper extends some of the arguments made in the article 'In defence of andragogy' (Milligan 1995). It is argued that andragogy provides a framework within which care and other crucial aspects of the nurse-patient/client relationship can be mirrored and thereby facilitated in future practitioners. In the socialization processes inherent in nurse education, care is surely difficult to teach or facilitate unless the philosophy and methods are consistent with such ends. Furthermore, it is frequently argued that as educationalists we need to be consistent in our approach to students with that which we hope to see in their future practice (Bevis & Murray 1990). Andragogy offers a medium through which this can be facilitated. It is essentially a humanistic educational process that values the individual. The power relationship between the educator and student is much more horizontal than is found in the historically common hierarchical educational relationship. An educational process based upon andragogy therefore mirrors important parts of the nurse-patient/client relationship. It offers a theory of education consistent with the aims of modern day nursing practice. We should seek to improve our understanding of andragogy and no longer conceptualize it as one end of a false dichotomy with pedagogy.
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Coggins, Andrew; Desai, Mihir; Nguyen, Khanh; Moore, Nathan
2017-01-01
Non-technical skills are emerging as an important component of postgraduate medical education. Between 2013 and 2016, a new blended training program incorporating non-technical skills was introduced at an Australian university affiliated hospital. Program participants were medical officers in years 1 and 2 of postgraduate training. An interdisciplinary faculty trained in simulation-based education led the program. The blended approach combined open access online resources with multiple opportunities to participate in simulation-based learning. The aim of the study was to examine the value of the program to the participants and the effects on the wider hospital system. The mixed methods evaluation included data from simulation centre records, hospital quality improvement data, and a post-hoc reflective survey of the enrolled participants ( n = 68). Over 30 months, 283 junior doctors were invited to participate in the program. Enrolment in a designated simulation-based course was completed by 169 doctors (59.7%). Supplementary revision sessions were made available to the cohort with a median weekly attendance of five participants. 56/68 (82.4%) of survey respondents reported increased confidence in managing deteriorating patients. During the period of implementation, the overall rate of hospital cardiac arrests declined by 42.3%. Future objectives requested by participants included training in graded assertiveness and neurological emergencies. Implementation of a non-technical skills program was achieved with limited simulation resources and was associated with observable improvements in clinical performance. The participants surveyed reported increased confidence in managing deteriorating patients, and the program introduction coincided with a significant reduction in the rate of in-hospital cardiac arrests.
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Accomplishments and challenges of surgical simulation.
Satava, R M
2001-03-01
For nearly a decade, advanced computer technologies have created extraordinary educational tools using three-dimensional (3D) visualization and virtual reality. Pioneering efforts in surgical simulation with these tools have resulted in a first generation of simulators for surgical technical skills. Accomplishments include simulations with 3D models of anatomy for practice of surgical tasks, initial assessment of student performance in technical skills, and awareness by professional societies of potential in surgical education and certification. However, enormous challenges remain, which include improvement of technical fidelity, standardization of accurate metrics for performance evaluation, integration of simulators into a robust educational curriculum, stringent evaluation of simulators for effectiveness and value added to surgical training, determination of simulation application to certification of surgical technical skills, and a business model to implement and disseminate simulation successfully throughout the medical education community. This review looks at the historical progress of surgical simulators, their accomplishments, and the challenges that remain.
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Using Technology to Meet the Challenges of Medical Education.
Guze, Phyllis A
2015-01-01
Medical education is rapidly changing, influenced by many factors including the changing health care environment, the changing role of the physician, altered societal expectations, rapidly changing medical science, and the diversity of pedagogical techniques. Changes in societal expectations put patient safety in the forefront, and raises the ethical issues of learning interactions and procedures on live patients, with the long-standing teaching method of "see one, do one, teach one" no longer acceptable. The educational goals of using technology in medical education include facilitating basic knowledge acquisition, improving decision making, enhancement of perceptual variation, improving skill coordination, practicing for rare or critical events, learning team training, and improving psychomotor skills. Different technologies can address these goals. Technologies such as podcasts and videos with flipped classrooms, mobile devices with apps, video games, simulations (part-time trainers, integrated simulators, virtual reality), and wearable devices (google glass) are some of the techniques available to address the changing educational environment. This article presents how the use of technologies can provide the infrastructure and basis for addressing many of the challenges in providing medical education for the future.
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Pugh, Carla M; Arafat, Fahd O; Kwan, Calvin; Cohen, Elaine R; Kurashima, Yo; Vassiliou, Melina C; Fried, Gerald M
2015-10-01
The aim of our study was to modify our previously developed laparoscopic ventral hernia (LVH) simulator to increase difficulty and then reassess validity and feasibility for using the simulator in a newly developed simulation-based continuing medical education course. Participants (N = 30) were practicing surgeons who signed up for a hands-on postgraduate laparoscopic hernia course. An LVH simulator, with prior validity evidence, was modified for the course to increase difficulty. Participants completed 1 of the 3 variations in hernia anatomy: incarcerated omentum, incarcerated bowel, and diffuse adhesions. During the procedure, course faculty and peer observers rated surgeon performance using Global Operative Assessment of Laparoscopic Skills-Incisional Hernia and Global Operative Assessment of Laparoscopic Skills rating scales with prior validity evidence. Rating scale reliability was reassessed for internal consistency. Peer and faculty raters' scores were compared. In addition, quality and completeness of the hernia repairs were rated. Internal consistency on the general skills performance (peer α = .96, faculty α = .94) and procedure-specific performance (peer α = .91, faculty α = .88) scores were high. Peers were more lenient than faculty raters on all LVH items in both the procedure-specific skills and general skills ratings. Overall, participants scored poorly on the quality and completeness of their hernia repairs (mean = 3.90/16, standard deviation = 2.72), suggesting a mismatch between course attendees and hernia difficulty and identifying a learning need. Simulation-based continuing medical education courses provide hands-on experiences that can positively affect clinical practice. Although our data appear to show a significant mismatch between clinical skill and simulator difficulty, these findings also underscore significant learning needs in the surgical community. Copyright © 2015 Elsevier Inc. All rights reserved.
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Kim, Eunsook
2018-02-01
Simulation education is a learning method for improving self-efficacy and critical thinking skills. However, not much study has been done on how to use it for education on emergency cardiac arrest situations, for which a multidisciplinary team approach is required. This study investigated the effects of simulation education on nursing students' self-efficacy and critical thinking skills in emergency cardiac arrest situations. A quasi-experimental research approach with a crossover design was used to compare two types of simulation instruction methods. This study was conducted with 76 nursing students divided into two groups by order of instruction methods, in November and December 2016. Both groups of participants experienced a simulation lesson based on the same emergency scenario. Group A first completed a roleplay of an emergency cardiac arrest situation in a clinical setting, while Group B first listened to a lecture on the procedure. After ten days, Group A repeated the simulation exercise after listening to the lecture, while Group B completed the simulation exercise after the roleplay. The students' self-efficacy and critical thinking skills were measured using a questionnaire before and after each session. In the first session, self-efficacy and critical thinking skills scores increased greatly from pretest to posttest for Group A in comparison to Group B; no statistically significant difference was found between the two groups. In the second session, Group B showed a significant increase between pretest and posttest, while Group A showed no significant difference. Conducting the simulation exercise after the roleplay was a more effective teaching method than conducting it after the lecture. Moreover, having the nursing students assume various roles in realistic roleplay situations combined with simulation exercises led to a deeper understanding of clinical situations and improved their self-efficacy and critical thinking skills. Copyright © 2017 Elsevier
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International Nuclear Information System (INIS)
Hajiah, Ali; Krarti, Moncef
2012-01-01
Highlights: ► A simulation environment is described to account for both passive and active thermal energy storage (TES) systems. ► Laboratory testing results have been used to validate the predictions from the simulation environment. ► Optimal control strategies for TES systems have been developed as part of the simulation environment. - Abstract: This paper presents a simulation environment that can evaluate the benefits of using simultaneously building thermal capacitance and ice storage system to reduce total operating costs including energy and demand charges while maintaining adequate occupant comfort conditions within commercial buildings. The building thermal storage is controlled through pre-cooling strategies by setting space indoor air temperatures. The ice storage system is controlled by charging the ice tank and operating the chiller during low electrical charge periods and melting the ice during on-peak periods. Optimal controls for both building thermal storage and ice storage are developed to minimize energy charges, demand charges, or combined energy and demand charges. The results obtained from the simulation environment are validated using laboratory testing for an optimal controller.
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Current status of endoscopic simulation in gastroenterology fellowship training programs.
Jirapinyo, Pichamol; Thompson, Christopher C
2015-07-01
Recent guidelines have encouraged gastroenterology and surgical training programs to integrate simulation into their core endoscopic curricula. However, the role that simulation currently has within training programs is unknown. This study aims to assess the current status of simulation among gastroenterology fellowship programs. This questionnaire study consisted of 38 fields divided into two sections. The first section queried program directors' experience on simulation and assessed the current status of simulation at their institution. The second portion surveyed their opinion on the potential role of simulation on the training curriculum. The study was conducted at the 2013 American Gastroenterological Association Training Directors' Workshop in Phoenix, Arizona. The participants were program directors from Accreditation Council for Graduate Medical Education accredited gastroenterology training programs, who attended the workshop. The questionnaire was returned by 69 of 97 program directors (response rate of 71%). 42% of programs had an endoscopic simulator. Computerized simulators (61.5%) were the most common, followed by mechanical (30.8%) and animal tissue (7.7%) simulators, respectively. Eleven programs (15%) required fellows to use simulation prior to clinical cases. Only one program has a minimum number of hours fellows have to participate in simulation training. Current simulators are deemed as easy to use (76%) and good educational tools (65%). Problems are cost (72%) and accessibility (69%). The majority of program directors believe that there is a need for endoscopic simulator training, with only 8% disagreeing. Additionally, a majority believe there is a role for simulation prior to initiation of clinical cases with 15% disagreeing. Gastroenterology fellowship program directors widely recognize the importance of simulation. Nevertheless, simulation is used by only 42% of programs and only 15% of programs require that trainees use simulation prior to
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Directory of Open Access Journals (Sweden)
van Soeren Mary
2011-03-01
Full Text Available Abstract Background Health professions education programs use simulation for teaching and maintaining clinical procedural skills. Simulated learning activities are also becoming useful methods of instruction for interprofessional education. The simulation environment for interprofessional training allows participants to explore collaborative ways of improving communicative aspects of clinical care. Simulation has shown communication improvement within and between health care professions, but the impacts of teamwork simulation on perceptions of others' interprofessional practices and one's own attitudes toward teamwork are largely unknown. Methods A single-arm intervention study tested the association between simulated team practice and measures of interprofessional collaboration, nurse-physician relationships, and attitudes toward health care teams. Participants were 154 post-licensure nurses, allied health professionals, and physicians. Self- and proxy-report survey measurements were taken before simulation training and two and six weeks after. Results Multilevel modeling revealed little change over the study period. Variation in interprofessional collaboration and attitudes was largely attributable to between-person characteristics. A constructed categorical variable indexing 'leadership capacity' found that participants with highest and lowest values were more likely to endorse shared team leadership over physician centrality. Conclusion Results from this study indicate that focusing interprofessional simulation education on shared leadership may provide the most leverage to improve interprofessional care.
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Quasi-direct numerical simulation of a pebble bed configuration, Part-II: Temperature field analysis
International Nuclear Information System (INIS)
Shams, A.; Roelofs, F.; Komen, E.M.J.; Baglietto, E.
2013-01-01
Highlights: ► Quasi direct numerical simulations (q-DNSs) of a pebble bed configuration have been performed. ► This q-DNS database may serve as a reference for the validation of different turbulence modeling approaches. ► A wide range of qualitative and quantitative data throughout the computational domain has been generated. ► Results for mean, RMS of temperature and respective turbulent heat fluxes are extensively reported in this paper. -- Abstract: Good prediction of the flow and heat transfer phenomena in the pebble bed core of a high temperature reactor (HTR) is a challenge for available turbulence models, which still require to be validated. While experimental data are generally desirable in this validation process, due to the complex geometric configuration and measurement difficulties, a very limited amount of data is currently available. On the other hand, direct numerical simulation (DNS) is considered an accurate simulation technique, which may serve as an alternative for validating turbulence models. In the framework of the present study, quasi-direct numerical simulation (q-DNS) of a single face cubic centered pebble bed is performed, which will serve as a reference for the validation of different turbulence modeling approaches in order to perform calculations for a randomly arranged pebble bed. These simulations were performed at a Reynolds number of 3088, based on pebble diameter, with a porosity level of 0.42. Results related to flow field (mean, RMS and covariance of velocity) have been presented in Part-I, whereas, in the present article, we focus our attention to the analysis of the temperature field. A wide range of qualitative and quantitative data for the thermal field (mean, RMS and turbulent heat flux) has been generated
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UWSim, an underwater robotic simulator on the cloud as educational tool
Directory of Open Access Journals (Sweden)
Javier Pérez
2017-12-01
Full Text Available Due to the introduction of robotic applications in the modern society, such as service robots or self-driving cars, it is possible to use this trend as motivating factor in the learning process of robotics. Several possibilities about how to use this motivation to increase learning rate are analysed, focusing on underwater robotic simulators. Moreover, a cloud learning environment able to evaluate the students with a robotic simulator is proposed as key element of the system. These kinds of tools can be used with just an Internet-capable system through a web browser, reaching a virtually unlimited amount of resources. The implemented features are used in a underwater pipe following application, creating a comparison environment on the cloud that immerse students in a competition to reach the best possible result. Finally, a first experience in a real educational environment using the proposed tool is detailed, demonstrating the viability and suitability of the proposed tool.
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Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying
2013-01-01
While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…
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Cambridge Rocketry Simulator – A Stochastic Six-Degrees-of-Freedom Rocket Flight Simulator
Eerland, Willem J.; Box, Simon; Sóbester, András
2017-01-01
The Cambridge Rocketry Simulator can be used to simulate the flight of unguided rockets for both design and operational applications. The software consists of three parts: The first part is a GUI that enables the user to design a rocket. The second part is a verified and peer-reviewed physics model that simulates the rocket flight. This includes a Monte Carlo wrapper to model the uncertainty in the rocket’s dynamics and the atmospheric conditions. The third part generates visualizations of th...
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Negotiating frame ambiguity: a study of simulated encounters in medical education.
Seale, Clive; Butler, Christopher C; Hutchby, Ian; Kinnersley, Paul; Rollnick, Stephen
2007-01-01
We report an investigation of the sociolinguistic characteristics of simulated encounters (role plays) in medical education, focusing in particular on frame negotiation. The role played by context in influencing the nature of out-of-frame activity is noted through comparison with another published study of simulations (Linell and Thunqvist 2003). While in general sustaining a role-playing frame that involved an orientation to exact mimicry of clinical situations, the interactional work done to sustain this appearance of 'authenticity' at certain moments was revealed by out-of-frame utterances. One participating doctor in particular used humor to exploit the ambiguous realism of the role-playing frame. The success of this doctor in acquiring and applying new communication behaviors problematizes the view that 'realism', achieved through mimicry, is solely responsible for the success of training interventions. The implications for studying other kinds of simulated encounters, including an outline for a program of research into the sociolinguistics of acting tasks in general, are outlined. Sociolinguistic researchers involved in observational studies of talk would benefit from adopting the view that role-played, rehearsed, and even scripted talk of the sort used in dramatic performance is a variety of naturally occurring data and therefore worthy of study.
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Alfred, Michael; Chung, Christopher A
2012-12-01
This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189-199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. The approach still requires students to develop their own ability to identify and respond to ethical engineering situations. However, were as, the generation one effort involved the use of a dogmatic model based on National Society of Professional Engineers' Code of Ethics, the new generation two model is based on a mathematical model of the actual experiences of engineers involved in ethical situations. This approach also allows the use of feedback in the form of decision effectiveness and professional career impact. Statistical comparisons indicate a 59 percent increase in overall knowledge and a 19 percent improvement in teaching effectiveness over an Internet Engineering Ethics resource based approach.
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1977-01-01
A preliminary design for a helicopter/VSTOL wide angle simulator image generation display system is studied. The visual system is to become part of a simulator capability to support Army aviation systems research and development within the near term. As required for the Army to simulate a wide range of aircraft characteristics, versatility and ease of changing cockpit configurations were primary considerations of the study. Due to the Army's interest in low altitude flight and descents into and landing in constrained areas, particular emphasis is given to wide field of view, resolution, brightness, contrast, and color. The visual display study includes a preliminary design, demonstrated feasibility of advanced concepts, and a plan for subsequent detail design and development. Analysis and tradeoff considerations for various visual system elements are outlined and discussed.
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[Construction and Application of Innovative Education Technology Strategies in Nursing].
Chao, Li-Fen; Huang, Hsiang-Ping; Ni, Lee-Fen; Tsai, Chia-Lan; Huang, Tsuey-Yuan
2017-12-01
The evolution of information and communication technologies has deeply impacted education reform, promoted the development of digital-learning models, and stimulated the development of diverse nursing education strategies in order to better fulfill needs and expand in new directions. The present paper introduces the intelligent-learning resources that are available for basic medical science education, problem-based learning, nursing scenario-based learning, objective structured clinical examinations, and other similar activities in the Department of Nursing at Chang Gung University of Science and Technology. The program is offered in two parts: specialized classroom facilities and cloud computing / mobile-learning. The latter includes high-fidelity simulation classrooms, online e-books, and virtual interactive simulation and augmented reality mobile-learning materials, which are provided through multimedia technology development, learning management systems, web-certificated examinations, and automated teaching and learning feedback mechanisms. It is expected that the teaching experiences that are shared in this article may be used as a reference for applying professional wisdom teaching models into nursing education.
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Oriol, Nancy E.; Hayden, Emily M.; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A.
2011-01-01
In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and…
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International Nuclear Information System (INIS)
Sawada, Makoto; Terano, Toshihiro; Hunaki, Isao
1996-01-01
A JOYO full scope operator training simulator installed in 1983, is being used with high average unit availability factor of more than 70% per annum. The education and training for the operators using it has been greatly contributing to safety operation of the experimental fast reactor JOYO. The simulator mainly consisting of five control panels, a computer system having two computers and an instructor's console, is able to simulate the plant behaviors and the sequential processes with real time under normal or anomaly conditions. Now, according as the JOYO MK-ILL project which enhances the irradiation capability of JOYO, an upgrading program of the simulator is proceeding with the aim of advancing its efficient usage by improving the training function and the analytical accuracy of the simulator. (author)
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Gu, X.; Blackmore, K. L.
2015-01-01
This paper presents the results of a systematic review of agent-based modelling and simulation (ABMS) applications in the higher education (HE) domain. Agent-based modelling is a "bottom-up" modelling paradigm in which system-level behaviour (macro) is modelled through the behaviour of individual local-level agent interactions (micro).…
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Innovations in surgery simulation: a review of past, current and future techniques.
Badash, Ido; Burtt, Karen; Solorzano, Carlos A; Carey, Joseph N
2016-12-01
As a result of recent work-hours limitations and concerns for patient safety, innovations in extraclinical surgical simulation have become a desired part of residency education. Current simulation models, including cadaveric, animal, bench-top, virtual reality (VR) and robotic simulators are increasingly used in surgical training programs. Advances in telesurgery, three-dimensional (3D) printing, and the incorporation of patient-specific anatomy are paving the way for simulators to become integral components of medical training in the future. Evidence from the literature highlights the benefits of including simulations in surgical training; skills acquired through simulations translate into improvements in operating room performance. Moreover, simulations are rapidly incorporating new medical technologies and offer increasingly high-fidelity recreations of procedures. As a result, both novice and expert surgeons are able to benefit from their use. As dedicated, structured curricula are developed that incorporate simulations into daily resident training, simulated surgeries will strengthen the surgeon's skill set, decrease hospital costs, and improve patient outcomes.
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Adaptive Core Simulation Employing Discrete Inverse Theory - Part I: Theory
International Nuclear Information System (INIS)
Abdel-Khalik, Hany S.; Turinsky, Paul J.
2005-01-01
Use of adaptive simulation is intended to improve the fidelity and robustness of important core attribute predictions such as core power distribution, thermal margins, and core reactivity. Adaptive simulation utilizes a selected set of past and current reactor measurements of reactor observables, i.e., in-core instrumentation readings, to adapt the simulation in a meaningful way. A meaningful adaption will result in high-fidelity and robust adapted core simulator models. To perform adaption, we propose an inverse theory approach in which the multitudes of input data to core simulators, i.e., reactor physics and thermal-hydraulic data, are to be adjusted to improve agreement with measured observables while keeping core simulator models unadapted. At first glance, devising such adaption for typical core simulators with millions of input and observables data would spawn not only several prohibitive challenges but also numerous disparaging concerns. The challenges include the computational burdens of the sensitivity-type calculations required to construct Jacobian operators for the core simulator models. Also, the computational burdens of the uncertainty-type calculations required to estimate the uncertainty information of core simulator input data present a demanding challenge. The concerns however are mainly related to the reliability of the adjusted input data. The methodologies of adaptive simulation are well established in the literature of data adjustment. We adopt the same general framework for data adjustment; however, we refrain from solving the fundamental adjustment equations in a conventional manner. We demonstrate the use of our so-called Efficient Subspace Methods (ESMs) to overcome the computational and storage burdens associated with the core adaption problem. We illustrate the successful use of ESM-based adaptive techniques for a typical boiling water reactor core simulator adaption problem
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Nursing students' perceptions of a video-based serious game's educational value: A pilot study.
Johnsen, Hege M; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann; Slettebø, Åshild
2018-03-01
Despite an increasing number of serious games (SGs) in nursing education, few evaluation studies specifically address their educational value in terms of face, content, and construct validity. To assess nursing students' perceptions of a video-based SG in terms of face, content, and construct validity. In addition, the study assessed perceptions of usability, individual factors, and preferences regarding future use. A pilot study was conducted. An SG prototype was implemented as part of two simulation courses in nursing education: one for home health care and one for hospital medical-surgical wards. The SG aimed to teach clinical reasoning and decision-making skills to nursing students caring for patients with chronic obstructive pulmonary disease. A total of 249second-year nursing students participated in pilot testing of the SG. A paper-based survey was used to assess students' perceptions of the SG's educational value. Overall, students from both simulation courses perceived the SG as educationally valuable and easy to use. No significant differences were found in perceptions of educational value between nursing students with previous healthcare experience versus those with none. However, significantly more students in the home healthcare simulation course indicated that the SG tested their clinical reasoning and decision-making skills. Students from both the medical-surgical and home healthcare simulation courses suggested that more video-based SGs should be developed and used in nursing education. Overall, the survey results indicate that the participants perceived the SG as educationally valuable, and that the SG has potential as an educational tool in nursing education, especially in caring for patients with chronic diseases and in home healthcare simulation. Showing a SG's educational value and user acceptance among nursing students may justify the development and application of more SGs in nursing education. Copyright © 2017 Elsevier Ltd. All rights
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Cheng, Adam; Auerbach, Marc; Calhoun, Aaron; Mackinnon, Ralph; Chang, Todd P; Nadkarni, Vinay; Hunt, Elizabeth A; Duval-Arnould, Jordan; Peiris, Nicola; Kessler, David
2018-06-01
The scope and breadth of simulation-based research is growing rapidly; however, few mechanisms exist for conducting multicenter, collaborative research. Failure to foster collaborative research efforts is a critical gap that lies in the path of advancing healthcare simulation. The 2017 Research Summit hosted by the Society for Simulation in Healthcare highlighted how simulation-based research networks can produce studies that positively impact the delivery of healthcare. In 2011, the International Network for Simulation-based Pediatric Innovation, Research and Education (INSPIRE) was formed to facilitate multicenter, collaborative simulation-based research with the aim of developing a community of practice for simulation researchers. Since its formation, the network has successfully completed and published numerous collaborative research projects. In this article, we describe INSPIRE's history, structure, and internal processes with the goal of highlighting the community of practice model for other groups seeking to form a simulation-based research network.
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Weinstock, Peter H; Kappus, Liana J; Kleinman, Monica E; Grenier, Barry; Hickey, Patricia; Burns, Jeffrey P
2005-11-01
The low incidence of crises in pediatrics, coupled with logistic issues and restricted work hours for trainees, hinders opportunities for frequent practice of crisis management and teamwork skills. We hypothesized that a dedicated simulator suite contiguous to the intensive care unit (ICU) would enhance the frequency and breadth of critical-incident training for a range of clinicians. Descriptive study. A tertiary-care pediatric teaching hospital. A realistic pediatric simulator suite was constructed 100 feet from the ICU, at a total base cost of $290,000. The simulation room is an exact replica of an ICU bed space, incorporating high-fidelity mannequin simulators. To capture an even wider audience, a portable unit was also created. Leaders from seven departments-critical care, cardiac intensive care, emergency medicine, transport medicine, anesthesia, respiratory care, and general pediatrics-completed instructor training to ensure effective debriefing techniques. Pediatric staff, including 100% of critical care fellows, 86% of nurses, 90% of respiratory therapists, and 74% of pediatric house staff, participated in >1500 learning encounters per year. All individuals were trained during their normal workday in the hospital. Courses in crisis resource management, skills acquisition, annual review, orientation, and trauma management (1,116, 98, 90, 60, and 60 encounters per year, respectively) were all designed by a multidisciplinary committee to ensure goal-directed education to a range of audiences. Annual costs were on par with those at other centers (approximately 44 dollars per trainee encounter). An onsite and comprehensive simulation program can significantly increase the opportunities for clinicians from multiple disciplines, in the course of their daily routines, to repetitively practice responses to pediatric medical crises. After an initial capital investment, the training appears to be cost-effective. Hospital-based simulator suites may point the way