Proposing a model to embed a simulated-person methodology program within higher education

Peisachovich, Eva; Nelles, Laura Jayne; Murtha, Susan; Popovic, Celia; Epstein, Iris; Silva, Celina Da

doi:10.1080/14703297.2017.1399808

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…However, in the example of radiography education that this research has examined, there appears to be a dislocation between the pre-conceived experiential learning represented in the written curriculum and the actual experiential learning that enables mastery of the performance of practice for the students. One way of making role play simulation more constructively aligned may be to make it the compulsory, summative assessed performance as suggested by Peisachovich et al (2019). However, it would also appear from this research that a key aspect of curriculum development can be the provision of screen-based computer simulation.…”

Section: Concluding Discussionmentioning

confidence: 83%

“…This may be because role play time is short and partly taken up with the tutor's explanation of the task, however for many it is a consequence of the performance that is involved: 'We could never just go into the room and practice when nobody was around.......it was always in front of five or six of the other students and......obviously you can't just (emphasis) get comfortable with it'. This research is not, of course, trying to suggest that role play simulation is without value and certainly some of the views expressed did suggest the kind of positive experience of simulation that is noted by Peisachovich et al (2019). Some of these benefits include the opportunity to gain something akin to the type of interaction with human patients that is necessary for successful practice.…”

Section: Resultsmentioning

confidence: 96%

“…The students were also at a range of positions temporally in terms of their place on their degrees, with some being interviewed prior to attending their placement (n=3); others having done one practice placement of the two on the course (n=9); and one having done both placements. If the kind of promising innovations explored by Cosson and Willis (2012b); Peisachovich et al (2019) and Shanahan (2016) are to be meaningfully judged we would suggest that snapshots in time of student perceptions immediately post-simulation activities are likely to fail to give the kind of holistic understanding of their usefulness in the overall curriculum.…”

Section: Methodsmentioning

confidence: 99%

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‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

Hedges

Ingleby

Cosson

2020

Research in Post-Compulsory Education

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This article explores the student experience of simulated learning in post-compulsory radiography education. The content is based on the varied experiences of students using both laboratory-based simulation exercises and a virtual reality computer simulation activity by situating these views within a wider understanding of the students' journey through their undergraduate and postgraduate studies. Much research on the application of technology in pedagogy in post-compulsory education has sought to find ways of measuring the efficacy of such interventions in raising student achievement. This research reveals a diverse range of student experiences in learning with technology. There are potential pedagogical benefits with computer simulation in radiography education; however the research reveals the need for educators and policy-makers to recognise the sheer complexity of radiography practice and the importance of evaluating simulation within a holistic view of the curriculum. The data was gathered via four focus group discussions; one research interview; and reflections that were made about simulated learning within research diaries. The article contributes to new knowledge about the use of simulated learning in post-compulsory medical education.

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Section: Concluding Discussionmentioning

confidence: 83%

Section: Resultsmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

Hedges

Ingleby

Cosson

2020

Research in Post-Compulsory Education

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“…Using the SPM feedback model, the SPs provided students with feedback on their communication, professionalism, and interpersonal skills after every interaction [26]. The SPM feedback model, which the SPs in the study practiced during their training sessions, provides SPs with a structured way to offer feedback to learners:…”

Section: Simulated Personsmentioning

confidence: 99%

Understanding Learners’ Experiences of Simulated Person Methodology in an Athletic Therapy Program

Peisachovich

Silva

May

et al. 2020

Cureus

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Introduction Key skills required of today's students include critical thinking, problem-solving, creativity, innovation, collaboration, and communication. The acquisition of these skills is foundational to success in a variety of professions and contexts. This study complements a larger simulated person methodology (SPM) project that utilizes simulators (individuals who are trained to realistically reproduce scenarios by providing specific information, displaying signs and behaviours, and creating a realistic encounter in a consistent manner) to replicate real workplace issues, thus affording students an opportunity to apply knowledge and practice reallife skills necessary to the workplace. The primary objective of this study is to apply this innovative teaching approach in higher education as a means of developing proficient criticalthinking and interpersonal skills. Methods This pilot study uses an exploratory mixed-methods design to explore the experiences of 12 students enrolled in an athletic therapy (AT) certificate program that uses SPM. Our hypothesis is that SPM will have a positive impact on student learning and professional development. Results The students responded favourably to the use of SPM. Indeed, 80% "felt challenged and stimulated" and deemed SPM to be a "more effective method" of practicing communication skills than practicing with fellow students. These findings can inform future research and support work towards enhancing this methodology as a pedagogical approach. In tandem, this study and the larger SPM project are poised to provide an effective undergraduate education experience across various faculties at the pilot university. More work is required to align this teaching approach with the AT education program redesign.

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Correlations Determined by Remote Experiment Used for Knowledge Transfer

Samoilă

Ursuțiu

2021

IEEE Trans. Educ.

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Proposing a model to embed a simulated-person methodology program within higher education

Cited by 4 publications

References 22 publications

‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculum

Understanding Learners’ Experiences of Simulated Person Methodology in an Athletic Therapy Program

Correlations Determined by Remote Experiment Used for Knowledge Transfer

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