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University of Central Florida College of Medicine Laurel Gorman PhD

Development of Interdisciplinary Simulations that Promote Vertical and Horizontal Integration in Undergraduate Medical Education. University of Central Florida College of Medicine Laurel Gorman PhD Assistant Professor of Pharmacology David Harris, PhD Assistant Professor of Physiology

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University of Central Florida College of Medicine Laurel Gorman PhD

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  1. Development of Interdisciplinary Simulations that Promote Vertical and Horizontal Integration in Undergraduate Medical Education University of Central Florida College of Medicine Laurel Gorman PhD Assistant Professor of Pharmacology David Harris, PhD Assistant Professor of Physiology Drexel University College of Medicine Kathy Ryan, MD Director of Medical Simulation

  2. Interdisciplinary vs Interprofessional Interdisciplinary – Involving two or more academic, scientific, artistic areas of knowledge eg. Learning physiology with biochemistry Interprofessional --- two or more professions in health and social care learn together eg. Medical students, nursing students, social workers

  3. HFMS: Tool for vertical & horizontal integration • What do we mean by integration? • Why do we integrate? • How is it done? The UCF COM as example

  4. HFMS: UCF Preclinical Curricular Scheme M1 begins M1 begins M2 systems begins M2 ends Brain Behavior Cardio- Pulmonary Endocrine Reproductive Muscle- Skeletal Renal/ GI Microbiology, immunology antiinfective pharmacology M2 HFMS Ideal scenario integrates multiple basic sciences mimics real world

  5. Ideal Design Scaffolds Experience Completing preclinical –M2 learner preparing for clerkship 6 5 4 Scaffold Experience - Increasing complexity 3 Lower cognitive Higher Cognitive Lower cognitive Higher Cognitive 2 1 Beginning M1 learner

  6. Basic Sciences Integrated UCF COM HFMS: Cognitive Level M1

  7. Basic Sciences Integrated UCF COM HFMS: Cognitive Level M2 Cognitive Level Per Blooms Taxonomy Rating

  8. Where Does One Start?? • Develop Learning Objectives • This should direct everything: materials, fidelity, evaluation • Think About The Number of Learners • This will affect scheduling, traffic flow, resources • Think About Time • It will take longer to develop a simulation scenario than to prepare a lecture • How to fit the simulation into class/rotation time

  9. Three Phases of Running a Simulation • Orientation to the exercise • Running the simulation • Debriefing-time allotted should be at least as long or longer than running the simulation

  10. Workshop activity • Identify target audience (1st years, 2nd years etc) • How to fit it into a curriculum? (what gets dropped to make room?) • 3. Design a scenario. • Interdisciplinary objective • Environment of simulation • SIM personnel • Case narrative, patient info, labs • Debriefing topics

  11. Challenges/barriers?

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