scholarly journals Simulation in psychiatric teaching

2012 ◽  
Vol 18 (4) ◽  
pp. 292-298 ◽  
Author(s):  
Subodh Dave
Keyword(s):  
Learning Experience ◽  
Simulated Patients ◽  
Teaching Skills ◽  
Psychiatric Education ◽  
Advantages And Disadvantages ◽  
Simulation Techniques ◽  
Objective Structured Clinical Examinations ◽  
Cost Implications ◽  
Potential Use ◽  
Specific Learning

SummaryThe use of simulated patients in medicine offers students a standardised learning experience and a reproducible way of exploring attitudes and teaching communication skills. This would seem to be particularly relevant to psychiatry with its focus on attitudes and interpersonal skills, but doubts have been raised about the utility of simulated patients in teaching skills such as empathy and the generalisability of this learning to the real world. This, tempered with cost implications, may have limited the use of simulated patients to assessment through objective structured clinical examinations rather than to teaching and to learning. This article examines the educational advantages and disadvantages of the use of simulated patients in psychiatric teaching and argues that their judicious use complements undergraduate and postgraduate training in psychiatry. The article offers practical tips on writing simulated patient scenarios to deliver specific learning objectives and discusses the potential use of novel simulation techniques in psychiatric education.

Simulation of a Hospital Disaster Plan: A Virtual, Live Exercise

2008 ◽  
Vol 23 (4) ◽  
pp. 346-353 ◽  
Author(s):  
Jeffrey M. Franc-Law ◽  
Michael Bullard ◽  
F. Della Corte
Keyword(s):  
Emergency Department ◽  
Patient Flow ◽  
Learning Experience ◽  
Significant Degree ◽  
Primary Objective ◽  
Simulated Patients ◽  
Disaster Plan ◽  
Actual Patient ◽  
Patient Database ◽  
Rate Limiting

AbstractIntroduction:Currently, there is no widely available method to evaluate an emergency department disaster plan. Creation of a standardized patient data- base and the use of a virtual, live exercise may lead to a standardized and reproducible method that can be used to evaluate a disaster plan.Purpose:A virtual, live exercise was designed with the primary objective of evaluating a hospital's emergency department disaster plan. Education and training of participants was a secondary goal.Methods:A database (disastermed.ca) of histories, physical examination findings, and laboratory results for 136 simulated patients was created using information derived from actual patient encounters.The patient database was used to perform a virtual, live exercise using a training version of the emergency department's information system software.Results:Several solutions to increase patient flow were demonstrated during the exercise. Conducting the exercise helped identify several faults in the hospital disaster plan, including outlining the important rate-limiting step. In addition, a significant degree of under-triage was demonstrated. Estimates of multiple markers of patient flow were identified and compared to Canadian guidelines. Most participants reported that the exercise was a valuable learning experience.Conclusions:A virtual, live exercise using the disastermed.ca patient database was an inexpensive method to evaluate the emergency department disaster plan. This included discovery of new approaches to managing patients, delineating the rate-limiting steps, and evaluating triage accuracy. Use of the patient timestamps has potential as a standardized international benchmark of hospital disaster plan efficacy. Participant satisfaction was high.

Flight Simulator Maintenance Training: Potential Use of State-of-the-Art Simulation Techniques.

1979 ◽  
Author(s):  
Charles F. M. Condon ◽  
Lawrence L. Ames ◽  
John R. Hennessy ◽  
Edgar L. Shriver ◽  
Russell E. Seeman
Keyword(s):  
State Of The Art ◽  
Flight Simulator ◽  
Simulation Techniques ◽  
Potential Use

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

scholarly journals Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

2011 ◽  
Vol 44 (2) ◽  
Author(s):  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
Instructional Design ◽  
Learning Strategies ◽  
Teaching Skills ◽  
General Description ◽  
Students With Learning Disabilities ◽  
Teaching Methodologies ◽  
Explicit Teaching ◽  
Students With Ld ◽  
Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

Content Areas

2011 ◽  
pp. 24-49
Author(s):  
Lisa Dawley
Keyword(s):  
Learning Experience ◽  
Lesson Plan ◽  
Deep Understanding ◽  
Learning Objectives ◽  
Content Areas ◽  
Online Tool ◽  
Online Tools ◽  
Specific Learning ◽  
Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

Current Trends in Digital Learning and Innovation

2020 ◽  
pp. 1-16
Author(s):  
Nidhish Francis ◽  
Abishek B. Santhakumar
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Learning Activities ◽  
Digital Tools ◽  
Digital Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Face To Face Learning

Digital learning has gained a lot of attention over the recent years and is increasingly being utilised as a substitute for both distance education and face-to face learning activities. This chapter initially defines and briefly discusses the advantages and disadvantages of digital learning. With the advancement in technology, there are various digital tools that are now available to enhance the effectiveness of digital learning experience, and some of the major innovative digital tools are detailed in the chapter.

Learning to Teach and Teaching to Learn

2022 ◽  
pp. 207-223
Author(s):  
Kimy Liu ◽  
Debra Bukko
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Professional Identity ◽  
Students With Disabilities ◽  
English Learners ◽  
Learning Experience ◽  
The Other ◽  
Teaching Skills ◽  
Teaching Approaches

Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

scholarly journals A review on the modeling and simulations of solid-state diffusional phase transformations in metals and alloys

2018 ◽  
Vol 5 ◽  
pp. 10 ◽  
Author(s):  
Xueyan Liu ◽  
Hongwei Li ◽  
Mei Zhan
Keyword(s):  
Solid State ◽  
Phase Transformations ◽  
Numerical Technique ◽  
Metals And Alloys ◽  
Analytical Models ◽  
Theoretical Research ◽  
Current Status ◽  
Advantages And Disadvantages ◽  
Simulation Techniques ◽  
Molecular Dynamics Methods

Solid-state diffusional phase transformations are vital approaches for controlling of the material microstructure and thus tailoring the properties of metals and alloys. To exploit this mean to a full extent, much effort is paid on the reliable and efficient modeling and simulation of the phase transformations. This work gives an overview of the developments in theoretical research of solid-state diffusional phase transformations and the current status of various numerical simulation techniques such as empirical and analytical models, phase field, cellular automaton methods, Monte Carlo models and molecular dynamics methods. In terms of underlying assumptions, physical relevance, implementation and computational efficiency for the simulation of phase transformations, the advantages and disadvantages of each numerical technique are discussed. Finally, trends or future directions of the quantitative simulation of solid-state diffusional phase transformation are provided.

Experience-dependent Plasticity of Conceptual Representations in Human Sensory-Motor Areas

2007 ◽  
Vol 19 (3) ◽  
pp. 525-542 ◽  
Author(s):  
Markus Kiefer ◽  
Eun-Jin Sim ◽  
Sarah Liebich ◽  
Olaf Hauk ◽  
James Tanaka
Keyword(s):  
Brain Activity ◽  
Learning Experience ◽  
Training Group ◽  
Conceptual Representations ◽  
Electrical Brain Activity ◽  
Sensory Motor ◽  
Novel Objects ◽  
Conceptual Memory ◽  
Specific Learning ◽  
Motor Areas

Concepts are composed of features related to different sensory and motor modalities such as vision, sound, and action. It is a matter of controversy whether conceptual features are represented in sensory-motor areas reflecting the specific learning experience during acquisition. In order to address this issue, we assessed the plasticity of conceptual representations by training human participants with novel objects under different training conditions. These objects were assigned to categories such that for one class of categories, the overall shape was diagnostic for category membership, whereas for the other class, a detail feature affording a particular action was diagnostic. During training, participants were asked to either make an action pantomime toward the detail feature of the novel object or point to it. In a categorization task at test, we assessed the neural correlates of the acquired conceptual representations by measuring electrical brain activity. Here, we show that the same object is differentially processed depending on the sensory-motor interactions during knowledge acquisition. Only in the pantomime group did we find early activation in frontal motor regions and later activation in occipito-parietal visual-motor regions. In the pointing training group, these effects were absent. These results show that action information contributes to conceptual processing depending on the specific learning experience. In line with modality-specific theories of conceptual memory, our study suggests that conceptual representations are established by the learning-based formation of cell assemblies in sensory-motor areas.

Investigating the combined effects of group size and group composition in online discussion

2020 ◽  
pp. 146978742093852
Author(s):  
Tingting Yang ◽  
Heng Luo ◽  
Di Sun
Keyword(s):  
Group Size ◽  
Group Composition ◽  
Online Discussion ◽  
Learning Experience ◽  
Learning Performance ◽  
Class Discussion ◽  
Combined Effects ◽  
Advantages And Disadvantages ◽  
Whole Class Discussion ◽  
Whole Class

Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students’ participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students’ perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students’ learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion.

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