Submitted manuscript, 21.2 KB, Word document
Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review
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TY - CONF
T1 - Interdisciplinary SBME
T2 - Association for simulated practice in healthcare (ASPiH) 2013
AU - Shahoumian, Armineh
AU - Parchoma, Gale
AU - Saunders, Murray
AU - Hanson, Jacky
AU - Dickinson, Mike
AU - Pimblett, Mark
PY - 2013
Y1 - 2013
N2 - This study examines interdisciplinary practices in the development a blended learning approach to Simulation Based Medical Education (B-SBME). The project team included an emergency medicine consultant, two health care professionals/simulation facilitators, an educational researcher, and an educational research student. The terms, multi- and inter-disciplinary, are often used interchangeably. Whilst in multi-disciplinary projects members of different disciplines “work together on a joint project in a complimentary fashion with little interaction between disciplines,” in interdisciplinary projects “disciplines interact and learn from each other” (Land, 2012, p.178). In interdisciplinary projects there are “methodological and epistemological boundary crossings, disciplinary concepts become integrated” creating opportunities for “emergence of novel perspectives” (Parchoma & Keefer, 2012, p.501).
AB - This study examines interdisciplinary practices in the development a blended learning approach to Simulation Based Medical Education (B-SBME). The project team included an emergency medicine consultant, two health care professionals/simulation facilitators, an educational researcher, and an educational research student. The terms, multi- and inter-disciplinary, are often used interchangeably. Whilst in multi-disciplinary projects members of different disciplines “work together on a joint project in a complimentary fashion with little interaction between disciplines,” in interdisciplinary projects “disciplines interact and learn from each other” (Land, 2012, p.178). In interdisciplinary projects there are “methodological and epistemological boundary crossings, disciplinary concepts become integrated” creating opportunities for “emergence of novel perspectives” (Parchoma & Keefer, 2012, p.501).
KW - Simulation based medical education
KW - Interdisciplinary
KW - blended learning
M3 - Abstract
SP - 1
EP - 2
Y2 - 19 November 2013 through 21 November 2013
ER -