Conference
When Nicolette and I discussed the “Trends and Roles” portion of this course we decided to research “Simulation”. Simulation is a new form of delivering material and was first introduced to our college 3 years ago when our health science faculty developed and presented a “Skills Competition”. This competition tested the knowledge of our students through real life scenarios.
The competitions lead our students through a series of events where the instructor evaluated their skills and knowledge. As one of the evaluators it was during this time I realized how simulation could be applied to my individual lectures. Its positive impact opened my eyes to endless possibilities of educating our students in a real life environment. It provided a new outlook into how this could enhance both the learner and educator.
Our annual health science skills competition has become a huge success with other educational institutes actively participating. This year I am the representative for the Medical Radiography Program and am thrilled to be leading our team.
As this is becoming a popular means of delivering and evaluating material, Nicolette and I are interested to learn more about the trends and roles that are associated with simulation, how we can apply it to our classrooms and its overall impact on us as educators.
Roles of the Adult Educator
Article: http://www.benthamscience.com/open/toeduj/articles/V006/TOEDUJ130828002.pdf
The role of an adult educator is to provide an artificial world where their students can practice their skills safely. “According to the study addressed in this article a group of students described their thoughts on simulation learning. They felt simulation helped them to practice their skills and improve upon them. They were able to improve their problem solving, psychomotor and technical skills. As well it helped improve upon their patient communication, collaboration and interaction skills.” (Saarabeb T, Vaajoki. A, Sormunei. M, Tossavinen. K & Paakkonen, H 2013)
Simulation plays a diverse role in helping a student perfect both technical and communication skills. Both are equally essential when performing as a health care practitioner. When an instructor uses simulation it is their role to plan a scenario where the learner can apply their practical and acquired knowledge; hence the scenario is planned in advance.
During a scenario there are 3 stages: First, preparation for the simulation, secondly the actual practice and finally a debriefing. The instructor plays a role in all 3 stages. During the first stage the instructor will present the goals/objectives of simulation. Secondly they will lead and control the situation during the scenario and lastly after the scenario will debrief as a group with some leading questions. This debriefing will allow both students and instructor to assess what they have learned.
In conclusion the adult educator plays a crucial role in how the simulation will impact the students learning. When planning and developing a simulation scenario it is important to recognize the individual learning styles of the students (auditory, visual, and kinesthetic) and how this may change the dynamics of the group.
Article: http://net.educause.edu/ir/library/pdf/erb1003.pdf
Based on this article, they define simulation as “an act of imitating the behavior of a physical or abstract system, such as an event, situation, or process that does or could exist.” described as “two factors that are contributing to the growth of simulation technologies in their campus” (Damassa.D, 2010):
1. Increased availability of inexpensive simulation resources from the internet, new devices and systems. This is therefore making it more affordable and accessible. For example: Virtual Reality (VR ) Simulators and Computer enhanced mannequins.
2. Increased attention given to simulation competency based education and its positive outcomes.
We are seeing more computer based simulators used in health care. “Screen-based case simulations were one of the earliest forms of computer simulation technology. They have proven track record in both education and assessment and are now an integral part of the national medical licensing exam. (Damassa.D,2010 ) Due to the increased interest in simulation, its technology has evolved to provide us two new types of simulation: Virtual Reality ( VR) and computer enhanced mannequins.
Virtual Reality (VR) allows the learner to use their instruments in a realistic virtual environment. For example: A dentist /assistant using their instruments. The VR device shows the learner anatomy, pathologies and complications. The VR device normally uses a high resolution display with 3D video on the rise.
Web-Based VR technologies are also expanding our possibilities in simulation. “Linden Lab’s Second Life” is an example of this and has over 600,000 users. Hospitals, Colleges and Universities are using this to train staff and students. This training includes disaster drills, English studies, Theatre, Science and Engineering.
Additionally “Serious games” are complimenting VR technologies by providing computer games with educational training. Studies have shown that the students enjoy this style of education and find it effective. “Both are taking the root in higher education. “ (Damassa.D, 2010)
The second type of simulator commonly used in health care education is the life sized, computer controlled mannequin. These mannequins come in all sizes (child, infant, adult) and can simulate functions such as breathing and pulses. The more advanced mannequins will respond to changes in breathing or the injection of drugs. These mannequins are used to practice learned skills but to also practice team work and communication.
Conclusion
In conclusion both factors clearly prove and express the “Increased” interest in simulation. With increased interest comes a need to increase the resources and their availability. Simulation tools are the future and they are making more of an appearance in our classrooms each year. I look forward to seeing the next generation of VR technologies and how it will compliment my lectures.
References:
Damassa, A. (2010) Simulation Technologies in Higher Education: Uses, Trends, and Implications. Retrieved on 30th October 2013 from http://net.educause.edu/ir/library/pdf/erb1003.pdf
Saarabeb, T., Vaajoki, A., Sormunei, M., Tossavinen. K & Paakkonen, H. (2013) Simulation in Nurse Teacher Education – Preservice Teachers Expereinces and Basic Structures and Ultlization of Simulation – Based Learning. The Open End Journal. Retrieved on 7th November from http://www.benthamscience.com/open/toeduj/articles/V006/TOEDUJ130828002.pdf
