Transcript Simulation-Based Athletic Training Education: Beyond the smoke

Simulation-Based Athletic Training Education:
Beyond the smoke and mirrors
Jennifer Doherty-Restrepo, PhD, ATC, LAT
Jeffrey Groom, PhD, CRNA
Michelle Odai, MS, ATC, LAT
Florida Inter national Univer sity
Miami, Florida
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation
• Simulation-based teaching/learning
• Key components for simulation
• Athletic training simulation considerations equipment, environment, and fidelity
• Five steps for incorporating simulation into
an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation
 Simulation-based teaching/learning
• Key components for simulation
• Athletic training simulation considerations equipment, environment, and fidelity
• Five steps for incorporating simulation into
an athletic training curriculum
Simulation-based Teaching & Learning
COGNITIVE
PSYCHOMOTOR
AFFECTIVE
Learning Curve
Athletic Training Skills
Experiential Learning Theory
Observe & Reflect
on the experience
Generalize or
form concepts
Practice, Modify,
Reinforce
EXPERIENCE
Learning – Confidence - Competence
Simulation Puzzle
LEARNERS OBJECTIVES SIMULATORS FIDELITY PARTICIPATION ENVIRONMENT
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation
• Simulation-based teaching/learning
 Key components for simulation
• Athletic training simulation considerations equipment, environment, and fidelity
• Five steps for incorporating simulation into
an athletic training curriculum
Simulation and Effective Learning
Best Evidence Medical Education
• Provide feedback during the learning experience.
• Learners should repetitively practice skills.
• Integrate simulators into the overall curriculum.
• Learners should practice increasing levels of difficulty.
• Adapt the simulations for multiple learning strategies.
• Ensure the simulator provides for clinical variation.
• Learning should occur in a controlled environment.
• Provide individualized (in addition to team) learning.
• Clearly define outcomes & benchmarks for the learners.
• Ensure the simulator is a valid learning tool.
Issenberg, McGaghie, Petrusa, Gordon & Scalese
Medical Teacher, Vol. 27, No. 1, 2005, pp. 10–28
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation
• Simulation-based teaching/learning
• Key components for simulation
Athletic training simulation considerations
- equipment, environment, and fidelity
• Five steps for incorporating simulation into
an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Goals & Objectives
• Considerations
– Student level
– Equipment
– Environment
– Fidelity
– Evaluation criteria
• Debriefing
– Class discussion
– Video analysis
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation
• Simulation-based teaching/learning
• Key components for simulation
• Athletic training simulation considerations equipment, environment, and fidelity
 Five steps for incorporating simulation
into an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Step 1: Skill identification
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Step 2: Incorporate stimulation into a course
– Consider course learning objectives
– Publish simulation learning objectives on the syllabus
• Purposeful
• Accountability
– Learning-over-time
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Step 3: Develop the simulation scenario(s)
– Who will develop the simulation scenarios?
– Who will facilitate the debriefing sessions?
– How will student performance be evaluated?
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Step 4: Simulation execution
– Who will “act” in the simulation scenarios?
– Who will evaluate student performance?
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
• Step 5: Closing the loop
– Simulation scenarios
• What worked? What did not work?
• Revise and formalize scenarios
– Performance outcomes
• Identify weaknesses in student knowledge/skills
• Revise courses/curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors
Today’s Presentation Summary. . .
• Simulation-based teaching/learning
• Key components for simulation
• Athletic training simulation considerations equipment, environment, and fidelity
• Five steps for incorporating simulation into
an athletic training curriculum
Simulation-Based Athletic Training Education:
Beyond the smoke and mirrors
Jennifer Doherty-Restrepo, PhD, ATC, LAT
Jeffrey Groom, PhD, CRNA
Michelle Odai, MS, ATC, LAT
Florida Inter national Univer sity
Miami, Florida