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dc.contributor.authorAlinier, Guillaume
dc.contributor.authorKalbag, Ashwin
dc.contributor.authorRussell, Mark
dc.contributor.authorCheyne, D
dc.date.accessioned2012-10-11T14:59:44Z
dc.date.available2012-10-11T14:59:44Z
dc.date.issued2010
dc.identifier.citationAlinier , G , Kalbag , A , Russell , M & Cheyne , D 2010 , ' Mapping healthcare simulation to Chickering and Gamson’s good education practice principles ' 16th Annual Meeting of the Society in Europe for Simulation Applied to Medicine , Groningen , Netherlands , 15/06/10 - 17/06/10 , .
dc.identifier.citationconference
dc.identifier.otherPURE: 700387
dc.identifier.otherPURE UUID: c7d5ac48-8488-4440-8ee8-3d2505d357e1
dc.identifier.urihttp://hdl.handle.net/2299/9117
dc.description.abstractBackground: The use of simulation in undergraduate and postgraduate education, as well as for Continuing Professional Development is increasingly common and it is important to understand how it relates to theories of learning. Idea/Concept: Chickering and Gamson’s(1) good practice principles are applicable to simulation techniques in healthcare education. Methods/Implementation: We will review the good practice principles alongside commonly used simulation education practice. Results: According to Chickering and Gamson, good practice: 1-Encourages student-faculty contact. 2-Encourages cooperation among students. 3-Encourages active learning. 4-Gives prompt feedback. 5-Emphasises time on task. 6-Communicates high expectations. 7-Respects diverse talents and ways of learning. In simulation-based education: 1-We try to gain students’ confidence and put them at ease before involving them in any practical activity. 2-Students may be paired or will be told to use teamwork principles during simulation activities. 3-It is about active participation in a learning process. 4-Activities are followed by debriefings where students receive feedback. 5-Activities are time-intensive with set learning objectives for each activity students engage in. 6-Students are usually put in challenging situations to test their knowledge, communication, patient assessment, and clinical abilities. 7-that are variances of approaches that may bring together several components that match a range of learning styles. Discussion: Simulation-education principles can easily be mapped against Chickering and Gamson’s recommendations. It seems the seven principles for good practice are universal. Conclusion: The potential for learning through simulation is enhanced if it is related to educational theory. The good education practice principles should be used as guidelines when developing a simulation-based curriculum.en
dc.language.isoeng
dc.titleMapping healthcare simulation to Chickering and Gamson’s good education practice principlesen
dc.contributor.institutionParamedic Science
dc.contributor.institutionSchool of Health and Social Work
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionDepartment of Allied Health Professions and Midwifery
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Health and Social Work
dcterms.dateAccepted2010
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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