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Impact Assessment Model for Teaching/Learning Process through Patient Simulation (2009)
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This document describes the Impact Assessment Model for the Teaching/Learning process through patient simulation in line with the general goals of SIMBASE research project implemented by EU Commission. The SIMBASE final objective is to provide ITC enhanced simulation based learning in health care centres.
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Because continuing medical education (CME) activities in psychopharmacology have traditionally documented only that participants have been exposed to a great deal of new information, it has been difficult to gauge to what extent CME leads to the acquisition of new knowledge or to the translation of this knowledge into clinical practice. The goal of modern CME is not only to facilitate learning and knowledge translation, but to evaluate whether these outcomes have occurred. Although further research will be required to develop practical, affordable, and proven methods that are capable of measuring the extent to which a CME activity facilitates sustained knowledge translation into clinical prac-tice, it is already possible to incorporate participant-focused educational designs, measurements of learning with pre-and posttesting, and case-based exercises to assess whether the translation of knowledge into proxies of clinical practice is now beginning to occur. An ongoing debate in psychopharmacology as well as in many fields of medicine is whether continuing medical education (CME) "works" and if so, what that means and whether that is a good thing. On the one hand, numerous aca-demic studies suggest that it does not work. That is, live meetings, written materials, and other ways of presenting new information to practitio-ners may not make any notable or sustained dif-ference in how medical or psychiatric conditions are diagnosed or monitored or whether evidence-based treatments or consensus treatment guide-lines are applied in actual clinical practice (1– 8). On the other hand, many critics simultaneously suggest that CME works all too well. Namely, there is a hue and cry that CME is too heavily influenced by the pharmaceutical industry and you get all the CME that they pay for. Thus, CME may lead participants to increase their use of sponsors' drugs but not necessarily to improve their best practice standards (9 –13).
Abstract Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous ...
Simulation-based e-learning is recently budding demand for the next generation of e-learning. Learning about dynamic phenomena is essential in many domains. That approach allows the student to imitate real processes using models and to obtain knowledge and experience during the process of learning. The proposed graphical modelling method is based on systematic point of view, experiential learning and expert-based modelling requirements. The contextual graph of action specification is used as a basis to set the requirements for service software specification and attributes of learning objects (LO). The paper presents the enhanced architecture of the student self-evaluation and on-line assessment system TestTool (TT). The system is explored as an assessment engine capable of supporting and improving the individualized self-instructional and simulation-based mode of learning, grounded on the GRID distributed service architecture. This architecture, services and method are being examined in study modules for Kaunas University of Technology (KTU) students and some organizations.
