A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods

2.50
Hdl Handle:
http://hdl.handle.net/10547/611817
Title:
A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods
Authors:
Harper, Mick; Markham, Chris; Givati, Assaf
Abstract:
Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning.
Affiliation:
University of Portsmouth
Citation:
Harper, M., Markham, C., Givati, A. (2016) 'A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods'. Journal of pedagogic development 6 (2) 58-65
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jun-2016
URI:
http://hdl.handle.net/10547/611817
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/321/505
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorHarper, Micken
dc.contributor.authorMarkham, Chrisen
dc.contributor.authorGivati, Assafen
dc.date.accessioned2016-06-06T11:46:35Zen
dc.date.available2016-06-06T11:46:35Zen
dc.date.issued2016-06en
dc.identifier.citationHarper, M., Markham, C., Givati, A. (2016) 'A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods'. Journal of pedagogic development 6 (2) 58-65en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/611817en
dc.description.abstractHealth care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/321/505en
dc.subjecthigh-risk learningen
dc.subjectexperiential learningen
dc.subjectpart-task trainingen
dc.subjectsimulation learningen
dc.subjectlearningen
dc.subjecthealth care educationen
dc.subjectX300 Academic studies in Educationen
dc.titleA pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methodsen
dc.typeArticleen
dc.contributor.departmentUniversity of Portsmouthen
dc.identifier.journalJournal of pedagogic developmenten
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