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Jun 15, 2020 · Simulation-based learning offers learning with approximation of practice, allows limitations of learning in real-life situations to be overcome, and can be an effective approach to develop complex skills.
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Jan 27, 2009 · Simulation-based learning can be the answer to developing health professionals’ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks. Simulation-based medical education can be a platform for learning to mitigate ethical tensions and resolve practical dilemmas.
- Fatimah Lateef
- 2010
2 days ago · This is where simulations have emerged as a vital tool, offering immersive, real-world scenarios that foster agility, critical decision-making and contextualized learning. As the demand for experiential learning continues to rise, simulations are becoming an indispensable asset in bridging the gap between theory and practice, making ...
Jun 15, 2020 · simulation can be viewed as a simplified version of practice and be used to engage novices in practices that are more or less proximal to the practices of a profession.
- Stage 1: “Learn”
- Stage 2: “See”
- Stage 3: “Practice”
- Stage 4: “Prove”
- Stage 5: “Do”
- Stage 6: “Maintain”
Learning about the procedure is the first stage of the LSPPDM framework. This step can also be called cognitive conceptualization (Garcia-Rodriguez 2016). In this stage, the trainee learns the technical steps of performing the procedure, as well as the procedure’s indications, contraindications, possible complications, patient preparation methods, ...
Seeing the procedure performed is the second stage of the LSPPDM framework. As described by Nicholls et al. (2016), this demonstration should include two steps: visualization and verbalization. During visual demonstration, the instructor silently demonstrates the skill with the correct sequence and timing. This provides a visual standard of perform...
Practicing the procedure using simulation is the third stage of the LSPPDM model. In this stage, deliberate practice is used to maximize the educational impact. As defined by Ericsson, deliberate practice is a regimen of effortful activity designed to optimize improvements in the acquisition of expert performance (Ericsson 2004). Key factors to mov...
Proving procedural competency on a simulator is the fourth stage of the LSPPDM framework. In this stage, the learner has his/her competency objectively assessed using simulation-based mastery learning (SBML). As defined by McGaghie et al. (2010), SBML includes seven essential characteristics: (1) learning objectives that are clear, (2) an assessmen...
Doing a procedure on a patient is the fifth stage of the LSPPDM model. In this stage of procedural skill teaching, the teaching moves from the “pre-patient” curriculum, as defined by Grantcharov and Reznick (2008), to actual patient care. By delaying the performance of procedures on patients until after competency has been proven on a simulator in ...
The final stage of the LSPPDM framework is maintaining procedural competency. This stage starts at the end of teaching and continues for the rest of a healthcare professional’s career. The inclusion of this maintain stage into the LSPPDM framework acknowledges the fact that all skills are perishable and will degrade with time if not regularly pract...
Aug 10, 2015 · Simulation is but one learning strategy among many. Likewise, many theories guide simulation-based instruction as a learning tool and the wise facilitator is familiar with the theories that support best practices.
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How to move Simulation Teaching from simple practice to deliberate practice?
Rapid-cycle deliberate practice (RCDP) is a learner-centered simulation instructional strategy that identifies performance gaps and targets feedback to improve individual or team deficiencies. Learners have multiple opportunities to practice observational, deductive, decision-making, psychomotor, and crisis resource management skills.
