Document Type

Conference Proceeding

Publisher

Edith Cowan University, Western Australia in association with Khon Kaen University, Thailand and Bansomdejchaopraya Rajabhat University, Thailand.

Comments

Originally published in the Proceedings of the EDU-COM 2008 International Conference. Sustainability in Higher Education: Directions for Change, Edith Cowan University, Perth Western Australia, 19-21 November 2008.

Abstract

Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. (Gaba, 2004). There has been a growing acceptance on the use of simulation in teaching cardiopulmonary resuscitation (CPR), cardiology skills, anaesthesia skills, and crisis management largely focusing on responding to physiological events. However its use in other health and education arenas is less common due to their complexity of characterisation. There are a number of reasons for this: Complex performance based scenarios can be difficult to develop and to simulate. Performance based scenarios using standardized patient/actors seldom fit neatly into the textbook genre‘. There are not always defined algorithms for managing scenarios that are not based on a physiological event, such as CPR The use of simulation is transferable to many education disciplines, enabling the learners to immerse themselves into a simulated situation in a safe and controlled learning environment. Using a case study approach based of a Western Australian Coroners Case Investigating the death of a patient, this paper will show case elements of the simulation as it was presented, focusing on the simulation development process, including difficulties, outcomes and lessons learnt. It will discuss the methodologies for developing learning opportunities using trained actors and standardised patients, enabling the student to expand their learning in a safe and controlled environment where they are able to develop competency in areas such as communication, leadership, team work, conflict management and facilitation, not just the technical skill.

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