Unit information: Teaching and Learning using Simulators (Unit 217) in 2012/13

Unit name	Teaching and Learning using Simulators (Unit 217)
Unit code	MEDIM0004
Credit points	15
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Greenwood
Open unit status	Not open
Pre-requisites	PG Certificate in Teaching and Learning for Health Professionals
Co-requisites	None
School/department	Teaching and Learning for Health Professionals
Faculty	Faculty of Health Sciences

Description including Unit Aims

Simulation has been used increasingly as a means to support skills training in the health professions. A wide variety of simulator equipment is now available: from high-fidelity and expensive dedicated suites with realistic physiological data models, to lower-fidelity portable models intended for use in the everyday clinical workplace or the third world. Much of the training of trainers has focused on how to use specific equipment for clinical skills training, but attention is shifting towards broader issues, the development and understanding of non-technical skills, communication skills, team-working skills, observation of practice, critique and feedback and translating simulation learning into the workplace. This new unit will enable health professionals to make better choices concerning when and how to use simulation in teaching by exploring the effectiveness, pedagogy and cost-benefit of different approaches. This should lead to more cost effective, and potentially wider, use of simulation in the training of health professionals.The unit will enable participants to gain a fuller understanding of the development, use, benefits and pitfalls of simulation in the teaching of health professionals, so that they can make educated choices about its appropriate use in their own context. Relevant theories of learning will be explored to help illuminate the extent to which simulation is an effective teaching tool.

Intended Learning Outcomes

As a result of completing the unit the learner should be able to:

• Describe the history, context and the different types of simulators.
• Discuss educational rationales for using simulators.
• Investigate the efficacy, validity and cost-benefit of teaching approaches using simulators.
• Analyse benefits and pitfalls of simulation in relation to applicable learning theory.
• Create more effective learning environments and realistic scenarios for simulation.
• Evaluate the use of simulation in the teaching of a range of technical and relevant non-technical skills (including clinical thinking, teamwork, communication, observation, critique and feedback).
• Discuss the translation of learning from simulation into the workplace.
• Recognise and make use of valid and reliable ways to assess learning from simulation.
• More readily engage in research into simulation as a teaching tool.

Teaching Information

The teaching methods will comprise a mix of pre-course reading, e-learning and face to face opportunities including demonstration and visits to simulation centre(s), discussion, seminar and small group activities.

Assessment Information

Formative assessment: feedback on activities. Summative assessment: (100%): a project report based on the use of simulator(s) in teaching and learning for health professionals (up to 3000 words or equivalent in other media).

Reading and References

• Bradley P (2006). The history of simulation in medical education and possible future directions. Medical Education 40(3): 254-262. Cheng A; Duff J; Grant E; *Kissoon N; Grant VJ (2007). Simulation in paediatrics: An educational revolution. Paediatrics & Child Health 12(6): 465-468. Hammoud MM; Nuthalapaty *FS; Goepfert AR, Casey PM; Emmons S; Espey EL; Kaczmarczyk JM; Katz NT; Neutens JJ; Peskin EG (2008). To the point: medical education review of the role of simulators in surgical training. American journal of obstetrics and gynecology 199(4): 338 -343. Issenberg SB; McGaghie W C; Petrusa ER; Gordon DL; *Scalese RJ (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical teacher 27(1): 10-28.
• Merien AER; van de Ven J; Mol BW; Houterman S; Oei SG (2010). Multidisciplinary Team Training in a Simulation Setting for Acute Obstetric Emergencies A Systematic Review. Obstetrics and Gynecology 115(5): 1021 -1031.