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Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
Simulation training in Emergency Medicine
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Simulation training in Emergency Medicine

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Health practitioners are expected to master certain skills to manage settings, which necessitate critical decision taking in several life-threatening situations. In emergency medicine, physicians must …

Health practitioners are expected to master certain skills to manage settings, which necessitate critical decision taking in several life-threatening situations. In emergency medicine, physicians must be well trained on these tasks and many more before being able to practice them on real live patients.

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  • 1. Critical  Care  Medicine   The  ability  to  resuscitate  a  patient    Anesthesia   Manage  a  difficult  airway  Plastic  Surgery   Suture  a  complex  laceration    Orthopedic  surgery   Reduce  (set)  a  fractured  bone  or   dislocated  joint    Cardiology   Treat  a  heart  attack    Obstetrics  and  Gynecology   Manage  a  pregnant  patient  with   vaginal  bleeding    ENT   Stop  a  bad  nosebleed    Cardiothoracic  Surgery   Place  a  chest  tube  Radiology   Conduct  and  interpret  ultrasounds  
  • 2. Ethical   •  Increased  risk  of  complications  Financial   •  Life  models  can  be  very  expensive  to   recruit   •  Inefficient:  Resident  can’t  repeat  the   exercise  to  master  the  skill   •  Lacks  the  opportunity  to  experience  Practical   complications   •  Can’t  practice  certain  procedures  (CVP)   •  Time  availability  of  patient  and   instructor  
  • 3. Instructional  Design  Principle   Description  Analysis   Learners  (needs,  background  knowledge)   Learning  characteristics:  motivation,   technology,  content   Learning  goals  Design     Learning  strategies  (According  to  determined  learning   Learning  activities    objectives)   Assessments   Methods  to  organize  and  present  the   content  on  the  basis  of  learning   objectives  Development   Construct  and  deliver  materials  required   for  the  sessions,  e.g.  webpage  for  online   sessions  Implementation   Multimedia  resources    (The  actual  launching  of  the  course)   3D  virtual  environment   Mannequins   Scenarios  Evaluation   Formative/  Summative  
  • 4. Kirkpatrick’s   Evaluation  Questions   Evaluation  Level   Methods  1:  Reaction   How  did  users  react  to  the  simulation?   Reaction   Do  they  value  it?   sheets   Are  they  motivated  by  it?  2:  Learning   What  knowledge  was  learned?   Performance   What  skills  were  developed  or  improved?   measures   What  standard  of  performance  was  set?   What  attitudes  were  changed?  3:  Behavior   Did  students  change  their  behavior  back  on  the   Performance   job?   tests   How  much  transfer  of  knowledge,  skills,  and   Observations   attitudes  occurred?  4:  Results   What  organizational/  patient  benefits  resulted?   Hospital   How  did  the  quality  of  proficiency  improve  due   records   to  the  system?   Was  the  system  cost  –effective?  

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