How to Teach Using Simulation in Healthcare.

Intro -- Title Page -- Copyright Page -- Contents -- List of figures -- List of tables -- About the authors -- Preface -- Chapter 1 Introduction -- Chapter 2 Simulation-based medical education (SBME): some specifics -- Some history -- When did we get taught how to teach? -- Where does simulation-based medical education fit in? -- The importance of simulation-based medical education -- Aspects of simulation -- Lancashire Simulation Centre -- Conclusion -- References -- Chapter 3 Simulation in (medical) education: some background -- Experiential learning and reflective practice -- Simulation and the real world -- Role play - an aside -- Situated learning -- Zone of proximal development (ZPD) -- Scaffolding -- Legitimate peripheral participation -- Cognitive apprenticeship -- Activity theory -- Communities of practice -- Conclusion -- References -- Chapter 4 Equipment in SBME: more than just a mannikin? -- Fidelity - an aside -- Low fidelity -- Medium fidelity -- High fidelity -- Which modality? -- Where and when? -- How? -- What else? -- Conclusion -- References -- Chapter 5 Physical and psychological realism -- Physical realism -- Low to medium fidelity -- High fidelity -- Conclusion -- References -- Chapter 6 Simulation mapping and scenario design -- Mapping simulation to the curriculum -- The mapping process -- Scenario design -- 'Flying hot' -- Setting learning outcomes -- Choosing the level of mannikin -- Expected actions -- Equipment -- Where will the simulation session take place? -- Briefing and debriefing facility -- Faculty for the simulation session -- Run through scenario -- Evaluation -- Conclusion -- Reference -- Chapter 7 Running a simulation session: some practicalities -- Presimulation activity -- Arrival -- Introductions -- Briefing -- The simulation -- Debrief -- Concluding -- Evaluation -- Finale -- Conclusion -- References.

Chapter 8 Formative assessment and feedback -- Feedback - a definition -- Reflective (Pendleton's rules) (Pendleton et al., 2003) -- Positive sandwich -- Narrative -- The learning conversation -- The role of the facilitator in feedback -- Conclusion -- References -- Chapter 9 Summative assessment -- Staff training -- Technology -- Candidate familiarity -- Scenario design -- Candidate quarantine -- Marking -- Validity of assessment tool -- Requirement for feedback -- Standardisation -- Conclusion -- References -- Chapter 10 Human factors, ergonomics and non-technical skills -- How do we know this is important to healthcare? -- Non-technical skills -- Situation awareness -- Decision making -- Task management -- Communication -- Teamwork -- Leadership -- Conclusion -- References -- Chapter 11 Five case examples -- The PHROST Report: Manchester University Undergraduate Programme at Lancashire Teaching Hospitals, Preston -- Curriculum design -- Curriculum content -- Conclusions -- The bleep event: reflecting reality - pager simulations in undergraduate education -- Background -- Context -- Implications -- Conclusions -- Enhancing patient safety through multidisciplinary in situ simulation -- How was this achieved? -- Conclusions -- European Trauma Course -- Conclusions -- Simulation training to improve the safety of mothers and their babies -- The perceived need -- A solution -- Conclusions -- Summary -- References -- Chapter 12 Using new technology to enhance learning -- e-learning and the flipped classroom -- Physical access and time for access to the platform -- Information sharing and compliance -- The platform and its functionality -- Learning styles -- Personal experience -- Keeping content up to date, relevant and accessible -- Impact on learning outcomes -- Conclusions -- Using technology to facilitate effective feedback -- Designing a scenario.

Conclusions -- Social media in SBME -- Websites -- Webinars -- Podcasts -- MOOCs -- Twitter -- Conclusions -- Some recommended sites and resources -- Ethical considerations in the video recording of simulation -- Technology and software -- Data management, rights of access and confidentiality -- Trainee attributes -- Medico-legal issues -- Conclusion -- References -- Chapter 13 Commissioning a simulation centre -- Mannikin and equipment purchase -- First steps -- Demonstration -- Timing of purchase -- Postpurchase support -- Where is the money coming from? -- Physical space -- What is the nature of the training provision? -- Sole or multiple use -- Room size -- Flooring -- Wet room/preparation area -- Gases -- Electrical sockets -- Lighting and sound -- Plumbing -- Storage -- Observation areas -- Cameras/video debrief -- Control rooms -- Telephones -- Changing rooms, showers, toilet and rest areas -- Air conditioning (AC) -- Office space -- Conclusion -- Chapter 14 Training for simulation faculty -- Faculty: a definition -- Facilitator as medical educator -- Simulation design -- The role of facilitator -- Debriefing -- A structured approach to training -- Conclusion -- Reference -- Chapter 15 Conclusions and next steps -- Chapter 16 Annotated bibliography -- Index -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.