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Introducing a blended networked learning approach into simulation based medical education (SBME): a collaborative interdisciplinary approach to project development

Research output: Contribution in Book/Report/ProceedingsPaper

Published

Publication date2012
Host publicationProceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012
EditorsTheo Bastiaens, Gary Marks
Place of publicationChesapeake, Va.
PublisherAACE
Pages1574-1575
Number of pages2
ISBN (Print)1-880094-98-3
Original languageEnglish

Conference

ConferenceWorld Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2012
CountryCanada
CityMontréal
Period9/10/129/10/12

Conference

ConferenceWorld Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2012
CountryCanada
CityMontréal
Period9/10/129/10/12

Abstract

Lancashire Simulation Centre (LSC) has successfully used a face-to-face teaching/learning approach for undergraduate/postgraduate medical students and professional development for several years. This approach consists of three components: briefing (providing a range of clinical skills and knowledge required to participate in simulated scenarios), simulation (hands on experience), and de-briefing (reflection/feedback session). To use the expensive simulation facility more productively, the team decided to develop on-line briefing sessions. As a result, learners have opportunities to prepare themselves for simulation sessions in a more flexible manner and have more time for hands on practice in the simulation lab. A networked learning approach is used as the theoretical lens for the development of the blended SBME and the ADDIE model for the project development.