Presented by:
Carla Floyd-Slabaugh
Key Statement:
This presentation will share details about designing simulation experiences, scaffolding, and revisions based on the evidence and student feedback.
Abstract:
Introduction: A simulation is a guided, immersive educational experience that replicates a real world clinical experience (Bennett et al., 2017; Grant et al., 2021; Reichl et al., 2019). Two pediatric intensive care unit simulations were designed to allow students a safe opportunity to experience medically complex situations, apply classroom knowledge, and problem solve in the moment with peers.
Method: Student’s completed midterm feedback regarding these simulations.
Findings: 13/36 students provided feedback. The simulations were described as beneficial to learning but more preparation is needed.
Conclusion: Revision of these simulations is needed to develop more pre-simulation content.
Keywords:
Simulation, Scaffolding, Formative Assessment
Learning Outcomes:
1. Summarize the benefits of simulation as an active learning technique.
2. Analyze the components of a successful simulation design.
3. Construct a method of evaluation for a simulation event.
Hear it from the author:
TRANSCRIPT:
Simulation is an educational experience that replicates real-world health-care practice. For this presentation, two pediatric intensive care unit simulations were designed to allow students experience in medically complex situations, to apply classroom knowledge, and to apply critical thinking skills. This poster will present student perceptions of their simulation events.
Both simulations were designed the same, except for the addition of a standardized patient during the second simulation. A standardized patient is an individual trained to act like a patient portraying a given condition.
All five of the Simulation Learning Objectives were met. Following the two simulation events, 13/36 students provided midterm feedback. There were three themes: design of the simulation event, critical thinking, and learning. There were several negative comments regarding the second simulation with the standardized patient. Many comments can be connected to critical thinking: problem-solving, ambiguity, and learning.
After further reflection, it was realized that critical thinking was needed for the simulation events yet was not being used as a form of student assessment.
REFERENCES:
Bennet, S., Rodger, S., Fitzgerald, C., Gibson, L. (2017). Simulation in
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Occupational Therapy Journal, 64, 314–327.
https://doi.org/10.1111/1440-1630.12372
Grant, T., Thomas, Y., Gossman, P., Berragan, L. (2021). The use of
simulation in occupational therapy education: A scoping review.
Australian Occupational Therapy Journal, 68, 345–356.
https://doi.org/10.1111/1440-1630.12726
Layne, K., McGee, E., Frank, E., Pertocelli, T. (2021). Simulation
scaffolding in occupational therapy curriculum: Development and
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21(2), 89–97.
Reichl, K., Baird, J. M., Chisholm, D., & Terhorst, L. (2019). Measuring
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of high-fidelity, high-technology simulation experiences on
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