Skip to content
Back to outputs

A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods

Research output: Contribution to journalArticlepeer-review

Standard

A pilot study of operating department practitioners undertaking high-risk learning : a comparison of experiential, part-task and hi-fidelity simulation teaching methods. / Harper, Mick Philip; Markham, Christian; Givati, Assaf.

In: Journal of Pedagogic Development, Vol. 6, No. 2, 2016, p. 58-65.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{d69da2256bbe4ec48bd592f62fdb3550,
title = "A pilot study of operating department practitioners undertaking high-risk learning: a comparison of experiential, part-task and hi-fidelity simulation teaching methods",
abstract = "Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or {\textquoteleft}teaching{\textquoteright}) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning.",
author = "Harper, {Mick Philip} and Christian Markham and Assaf Givati",
year = "2016",
language = "English",
volume = "6",
pages = "58--65",
journal = "Journal of Pedagogic Development",
issn = "2047-3257",
publisher = "University of Bedfordshire",
number = "2",

}

RIS

TY - JOUR

T1 - A pilot study of operating department practitioners undertaking high-risk learning

T2 - a comparison of experiential, part-task and hi-fidelity simulation teaching methods

AU - Harper, Mick Philip

AU - Markham, Christian

AU - Givati, Assaf

PY - 2016

Y1 - 2016

N2 - Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning.

AB - Health care learners commonly rely on opportunistic experiential learning in clinical placements in order to develop cognitive and psychomotor clinical skills. In recent years there has been an increasing effort to develop effective alternative, non-opportunistic methods of learning, in an attempt to bypass the questionable tradition of relying on patients to practice on. As part of such efforts, there is an increased utilisation of simulation-based education. However, the effectiveness of simulation in health care education arguably varies between professions (Liaw, Chan, Scherpbier, Rethans, & Pua, 2012; Oberleitner, Broussard, & Bourque, 2011; Ross, 2012). This pilot study compares the effectiveness of three educational (or ‘teaching’) methods in the development of clinical knowledge and skills during Rapid Sequence Induction (RSI) of anaesthesia, a potentially life-threatening clinical situation. Students of Operating Department Practice (ODP) undertook either a) traditional classroom based and experiential learning, b) part-task training, or c) fully submersive scenario-based simulated learning.

M3 - Article

VL - 6

SP - 58

EP - 65

JO - Journal of Pedagogic Development

JF - Journal of Pedagogic Development

SN - 2047-3257

IS - 2

ER -

ID: 4142650