A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods
Affiliation
University of PortsmouthIssue Date
2016-06Subjects
high-risk learningexperiential learning
part-task training
simulation learning
learning
health care education
X300 Academic studies in Education
Metadata
Show full item recordAbstract
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.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) 58-65Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/321/505Type
ArticleLanguage
enISSN
2047-3265Collections
The following license files are associated with this item:
Related items
Showing items related by title, author, creator and subject.
-
Cooperative Learning as a pedagogical practice for learning in Physical EducationDyson, Ben; Casey, Ashley (Association for Physical Education, 2012)
-
Practice makes perfect: designing integrated learning experiences in social work education using Laurillard's 'Conversational Framework' for learningDomakin, Alison (Whiting and Birch, 2018-09-13)Providing an integrated curriculum in social work education is a complex task and the profession has long struggled with how best to link knowledge and practice in qualifying studies. This prompted the author to design a unit of study inspired by Laurillard's seminal 'Conversational Framework' for learning, which suggests that opportunities for questioning and dialogue with an expert provide a pivotal mechanism for integrating learning. In this model discussions need to be hard wired into experiential learning opportunities; both of which must occur simultaneously. Bespoke e-learning curriculum materials were, therefore, developed to be studied alongside an experience of social work and dialogue with practitioners. The unit was located on a Step up to Social Work (child and family) qualifying programme, delivered jointly with partner local authorities, which meant that greater access to practitioners was possible. Realist evaluation analysis of student feedback suggests that being able to synchronously draw on learning from experiencing practice and bespoke academic input, in dialogue with practitioners, can help students to develop more integrated understandings of the skills and knowledge required for social work practice.
-
Moving from learning developers to learning development practitionersBriggs, Steven G.; University of Bedfordshire (University of Bedfordshire, 2018-10-18)Fifteen years ago the term ‘learning development’ was not well known within the UK higher education sector (Hilsdon, 2018). Although there remains no universal learning development definition, the term has grown in popularity and become synonymous with “look[ing] at the whole higher education learning experience from students' perspectives” (Hilsdon, 2009). Typically, such work focuses on the development of academic literacies / skills (such as writing, maths, study skills, information literacy, good academic practice and ICT) and/or transitions through university. Through adopting a learning development lens, a teacher will endeavour to provide blended, developmental and student‐centred learning opportunities (either through the curriculum, co‐curriculum or extra‐curriculum) that are contextually relevant and timely (as opposed to remedial and bolted‐on). As such, learning development relates to teaching practices per se which means that many teaching and learning professionals (such as Academic Skills Tutors, Subject Lecturers, Librarians, Learning Technologists Educational Developers and EAL/ESoL teachers) will share some affinity with learning development.