Clayton First semester 2008 (Day)
Simulation is now a widely used teaching and learning strategy in health professional education. This unit will provide health professional educators with the opportunity to explore the use of simulation as a means of learning professional and clinical skills. Participants will have the opportunity to examine the theoretical basis, design, planning and implementation features, and evaluation processes related to the implementation of simulation.
A full range of simulated methods will be examined including case based learning, professional and clinical skills acquisition using simulated patients, authentic e-learning environments and low, medium to high fidelity clinical simulators. Participants will be required to critically evaluate the feasibility, usability and 'fit for purpose' characteristics of a range of simulated educational experiences.
On completion of this unit participants will be able to:
- compare and contrast the different types of simulations used health professional education;
- discuss the historical and theoretical basis that underpins the use of simulation;
- critically evaluate the educational efficacy of the use of simulation in the health professional education context in relation to learning and assessment;
- explore the legal and ethical implications of simulated based health professional education in relation to patient safety;
- become familiar with the planning, design, implementation and evaluation process of simulated learning and assessment;
- design a simulated learning experience or programme in a specific health professional education context;
- construct an evaluation plan of the simulated educational experience or programme.
Simulated program design and evaluation plan (1,000-1,500 words) 40%
Written assignment (2,500-3,000 words) 40%
Teaching portfolio 20%