This article describes the important elements of a five-day workshop for teaching health care professionals to design and use simulation/gaming activities. Suggested guielines are identified for planning and conducting a workshop. The importance of early planning is emphasized by identifying the specific objectives of the workshop and preparing the staff to facilitate the attainment of each objective. The selection of staff and participants is discussed. A day-to-day description of a typical workshop is presented. Also included is a description of several content presentations which teach the workshop participants the required skills and knowledge in design, selection, research, and evaluation of simulation/gaming activities.
Despite the increasing number of simulations available generally, faculty members in higher education continue to need training in simulation design skills. The most recent edition of The Guide to Simulations Games for Education and Training (Horn, 1980) identifies scores of simulations that can be used in higher education ; however, they must often be redesigned to meet the specific instructional requirements of particular professors and students. In addition, experience has shown that the successful use of an existing simulation activity often results in the desire on the part of the faculty members involved to design their own instructional simulations. There are also certain disciplines in higher education, the health sciences for example, where there is a dearth of commercially marketed instructional simulations but high interest among faculty members to design and use such activities.
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