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Simulation-Based Athletic Training Education: Beyond the smoke and mirrors

Simulation-Based Athletic Training Education: Beyond the smoke and mirrors. Jennifer Doherty-Restrepo, PhD, ATC, LAT Jeffrey Groom, PhD, CRNA Michelle Odai, MS, ATC, LAT Florida International University Miami, Florida. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors.

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Simulation-Based Athletic Training Education: Beyond the smoke and mirrors

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  1. Simulation-Based Athletic Training Education:Beyond the smoke and mirrors Jennifer Doherty-Restrepo, PhD, ATC, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, Florida

  2. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  3. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  4. Simulation-based Teaching & Learning

  5. COGNITIVE PSYCHOMOTOR AFFECTIVE

  6. Learning Curve Athletic Training Skills

  7. Observe & Reflecton the experience Generalize or form concepts Practice, Modify,Reinforce EXPERIENCE Experiential Learning Theory

  8. Learning – Confidence - Competence

  9. Simulation Puzzle LEARNERS OBJECTIVESSIMULATORSFIDELITYPARTICIPATION ENVIRONMENT

  10. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  11. Simulation and Effective LearningBest Evidence Medical Education • Provide feedback during the learning experience. • Learners should repetitively practice skills. • Integrate simulators into the overall curriculum. • Learners should practice increasing levels of difficulty. • Adapt the simulations for multiple learning strategies. • Ensure the simulator provides for clinical variation. • Learning should occur in a controlled environment. • Provide individualized (in addition to team) learning. • Clearly define outcomes & benchmarks for the learners. • Ensure the simulator is a valid learning tool. Issenberg, McGaghie, Petrusa, Gordon & ScaleseMedical Teacher, Vol. 27, No. 1, 2005, pp. 10–28

  12. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  13. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Goals & Objectives • Considerations • Student level • Equipment • Environment • Fidelity • Evaluation criteria • Debriefing • Class discussion • Video analysis

  14. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  15. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 1: Skill identification

  16. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 2: Incorporate stimulation into a course • Consider course learning objectives • Publish simulation learning objectives on the syllabus • Purposeful • Accountability • Learning-over-time

  17. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 3: Develop the simulation scenario(s) • Who will develop the simulation scenarios? • Who will facilitate the debriefing sessions? • How will student performance be evaluated?

  18. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 4: Simulation execution • Who will “act” in the simulation scenarios? • Who will evaluate student performance?

  19. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 5: Closing the loop • Simulation scenarios • What worked? What did not work? • Revise and formalize scenarios • Performance outcomes • Identify weaknesses in student knowledge/skills • Revise courses/curriculum

  20. Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation Summary. . . • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum

  21. Simulation-Based Athletic Training Education:Beyond the smoke and mirrors Jennifer Doherty-Restrepo, PhD, ATC, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, Florida

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