HPE5012 - Foundations of simulation in health professional education - 2018

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Medicine, Nursing and Health Sciences

Organisational Unit

Health Professions Education and Education Research (HealthPEER)

Chief examiner(s)

Professor Charlotte Rees

Coordinator(s)

Stuart Marshall

Not offered in 2018

Synopsis

Simulation is now a widely used teaching and learning strategy in health professional education. This unit will provide you with the opportunity to explore the use of simulation as a means of learning professional and clinical skills. You will have the opportunity to examine the theoretical basis, design, planning and implementation features, and evaluation processes related to the implementation of simulation. A full range of simulated methods will be examined including case based learning, professional and clinical skills acquisition using simulated patients, authentic e-learning environments and low, medium to high fidelity clinical simulators. You will explore the characteristics of effective simulation-based educational environments, with a focus on designing simulation programs within your own context.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss the historical and theoretical basis that underpins the use of simulation;
  2. Compare and contrast the different types of simulations used in health professional education;
  3. Critically evaluate the educational efficacy of the use of simulation;
  4. Describe and analyse simulation debriefing methods;
  5. Design a simulation-based learning experience or program in a specific health professional context with links to theory, evidence and curricula;
  6. Construct an evaluation plan of the simulated learning experience or programme.

Fieldwork

It is expected students attend the first study day block.

Assessment

  • Simulated program design and evaluation plan (5000 words) (50%) (Hurdle)
  • Analytical paper (4000 words) (40%) (Hurdle)
  • Teaching portfolio (10%)

Workload requirements

Five days teacher directed learning (study days) and up to 20 hours/week self-directed learning.

See also Unit timetable information

Off-campus attendance requirements

It is expected students attend the first study day block.

This unit applies to the following area(s) of study