Simulation based athletic training education beyond the smoke and mirrors
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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 International University Miami, Florida. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors.

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Simulation-Based Athletic Training Education: Beyond the smoke and mirrors

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Simulation-Based Athletic Training Education:Beyond the smoke and mirrors

Jennifer Doherty-Restrepo, PhD, ATC, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, 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


Observe & Reflecton the experience

Generalize or form concepts

Practice, Modify,Reinforce

EXPERIENCE

Experiential Learning Theory


Learning – Confidence - Competence


Simulation Puzzle

LEARNERS OBJECTIVESSIMULATORSFIDELITYPARTICIPATION 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 LearningBest 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 & ScaleseMedical 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, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, Florida


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