Draft version for Adam and I to work from.

1. “The sum of its parts is greater than the whole” Optimizing the effectiveness of simulation resources Adam Dubrowski, PhD Ryan Brydges, PhD

2. Ice breaker Adam Dubrowski

3. Ice breaker Adam Dubrowski

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7. Ice breaker Adam Dubrowski

8. Ice breaker Adam Dubrowski

9. Ice breaker Adam Dubrowski

10. Ice breaker Ryan Brydges

11. Ice breaker Ryan Brydges

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17. Ice breaker Who are you? Nurses Medical Doctors (specialties) Other HPs Administrators Coordinators Researchers

19. Example [5 mins]

20. Lecture [30 mins]

21. Break [5 mins]

22. Hands on [35 mins]

24. Dissecting the title What does this mean? Examples? “The sum of its parts is greater than the whole” Car Apartment building Human? Planning committee

25. Dissecting the title What does this mean in the context of Simulation-Based Education &Training? “The sum of its parts is greater than the whole”

26. Example: The story of my ‘98 Dodge Ram 1500

27. Example

29. Solutions:

30. Knowing: Books, manuals, rules, movies, youtube, exploring the truck

32. Example

33. Example

37. Constructivism A theory which argues that humans generate knowledge and meaning from their experiences. Learners actively collaborate with the teacher to create ("construct") new meanings.

38. Emphasizes how meanings and understandings grow out of social encounters. Focus is often on social encounters between a learner and a ‘more capable other’. Social Constructivism

39. Vygotsky When children are tested independently, they rarely do as well as when collaborating with an adult. Engaging with the adult allows the child to refine his performance. Vygotsky concluded that allowing the child to articulate his ideas was central to learning and development.

40. Zone of Proximal Development The ZPD “…is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with a more capable peer.” (Vygotsky, 1978)

41. Zone of Proximal Development The ZPD is what the learner "can do with help“. Not a permanent state but a stage toward independence. Educators need to key in on what is in each individual learner's ZPD. Uniquely help them toward independence. Learner’s current ability ZPD

42. Stages of the ZPD 1. Socially assisted by others 2. Assisted by self 4. Ability de-automatizes** 3. Performance becomes automatized

43. Lecture: Learning, education and training Constructivism Vygotsky’s ZPD ??

44. Motor Learning Defined as “a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement.” Researchers have generated several learning principles using ‘basic’ tasks in the lab. (Schmidt & Lee, 2005)

46. Task Difficulty Nominal difficulty: complexity of a task due to its inherent characteristics such as cognitive and motor demands. Functional difficulty: the added difficulty created by factors external to the task.

47. (Guadagnoli & Lee, 2004)

48. Challenge Point Framework As a learner’s skill level improves, performance expectations will increase. To generate a new challenge for learning requires an increase in potential information. Must increase the functional task difficulty.

50. Task difficulty.

51. Environment (context) where skill is performed.Summary

52. Lecture: Learning, education and training Constructivism Vygotsky’s ZPD CPF

53. Lecture: Learning, education and training Sim lab Educator

54. Lecture: Learning, education and training Sim lab Educator Lecture style

55. Lecture: Learning, education and training Sim lab Educator Independent/group experiential learning

56. Lecture: Learning, education and training Sim lab Educator Collaborative experiential learning

58. Procedures [decision making, communication, attitudes, psychomotor]

59. Tasks [decision making, communication, psychomotor]

60. Skills [decision making, psychomotor]

61. Simulator fidelity. [Reznick and MacRae, 2007, Alessi, 1988]

62. Hybrid/SP/animal [decision making, communication, attitudes, psychomotor]

63. HPS [decision making, communication, psychomotor]

66. Outcome – learner sets goals related to performance products [Kitsantas & Zimmerman, 1996, 1997, 1999].

67. Performance – emphasize social comparison, the bettering of normative standards or when goals are set to merely complete a task.

69. Ende [1983] defined feedback in medical education as "Information describing students' […] performance in a given activity that is intended to guide their future performance in that same or in a related activity”

71. Inherent feedback: Arising from sensory modalities.

72. Augmented feedback: Information provided about the task execution or goal (product) that is supplemental to the inherent feedback [Schmidt and Lee, 2005].Inherent feedback Augmented

74. Concurrent: Presented during the movement.

75. Terminal: Presented after the movement. [Xeroulis et al., 2006].

76. Immediate: Presented immediately after the action.

77. Delayed: Present after some time have passed.

78. Distinct: Feedback that represents each performance separately.

79. Accumulated: Feedback that represents accumulation of past performances.

80. KP: Post movement information about the movement patterns.

82. Break

83. Group Work: Learning, education and training

84. Constructivist Education and Training: Practice should not be too easy nor too hard. If suboptimal, this will prevent: Information from being transferred. Uncertainty from being reduced. Permanent learning. Take Home Message

85. Take Home Message Choose the environment that best suits your educators and learners. Ensure the educational resources you use are supported by research evidence (or generate the evidence yourself!)

86. Take Home Message Curriculum Design is an iterative process. Focus on changing one element at a time. Ensure your assessment tools align theoretically and practically with the learning objectives.