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Medical Simulation as an Instructional Tool in Health Education: A Worked Example for Clinical Training

Medical Simulation as an Instructional Tool in Health Education: A Worked Example for Clinical Training

Anna Lerant, Oliver Jason Bates, Michael G. Holder, Jeffrey D. Orledge, Robin (Rob) W. Rockhold, Richard Kyle, Willie Bosseau Murray
Copyright: © 2017 |Pages: 32
ISBN13: 9781522520986|ISBN10: 1522520988|EISBN13: 9781522520993
DOI: 10.4018/978-1-5225-2098-6.ch005
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MLA

Lerant, Anna, et al. "Medical Simulation as an Instructional Tool in Health Education: A Worked Example for Clinical Training." Advancing Medical Education Through Strategic Instructional Design, edited by Jill Stefaniak, IGI Global, 2017, pp. 101-132. https://doi.org/10.4018/978-1-5225-2098-6.ch005

APA

Lerant, A., Bates, O. J., Holder, M. G., Orledge, J. D., Rockhold, R. R., Kyle, R., & Murray, W. B. (2017). Medical Simulation as an Instructional Tool in Health Education: A Worked Example for Clinical Training. In J. Stefaniak (Ed.), Advancing Medical Education Through Strategic Instructional Design (pp. 101-132). IGI Global. https://doi.org/10.4018/978-1-5225-2098-6.ch005

Chicago

Lerant, Anna, et al. "Medical Simulation as an Instructional Tool in Health Education: A Worked Example for Clinical Training." In Advancing Medical Education Through Strategic Instructional Design, edited by Jill Stefaniak, 101-132. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2098-6.ch005

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Abstract

The purpose of this chapter is to provide a background and a worked example of using the Instructional Design System (ISD) as applied to a complex real life example. Specifically, the authors demonstrate the use of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) for building the instruction curriculum of the skills of intubation. The majority of the planning time should be spent on the Needs Analysis and Design. The Learning Objectives, prepared during the Design phase, should be written as Objective Observable Behaviors, which can then serve as the assessments for Evaluation. The content includes two examples of the application of ADDIE: firstly a task that requires a large cognitive component and where simulators and mannequins are readily available. Secondly, a task that requires a high level of psychomotor skills where suitably realistic mannequins are not available, and virtual reality needs to be used as an additional educational modality.

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