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Social practices in Blended-SBME: work in progress

Research output: Contribution to conference - Without ISBN/ISSN Abstract

Unpublished

Standard

Social practices in Blended-SBME : work in progress. / Shahoumian, Armineh; Saunders, Murray; Parchoma, Gale; Hanson, Jacky; Dickinson, Mike ; Pimblett, Mark.

2013. 1-2 Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN Abstract

Harvard

Shahoumian, A, Saunders, M, Parchoma, G, Hanson, J, Dickinson, M & Pimblett, M 2013, 'Social practices in Blended-SBME: work in progress' Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom, 19/11/13 - 21/11/13, pp. 1-2.

APA

Shahoumian, A., Saunders, M., Parchoma, G., Hanson, J., Dickinson, M., & Pimblett, M. (2013). Social practices in Blended-SBME: work in progress. 1-2. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Vancouver

Shahoumian A, Saunders M, Parchoma G, Hanson J, Dickinson M, Pimblett M. Social practices in Blended-SBME: work in progress. 2013. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Author

Shahoumian, Armineh ; Saunders, Murray ; Parchoma, Gale ; Hanson, Jacky ; Dickinson, Mike ; Pimblett, Mark. / Social practices in Blended-SBME : work in progress. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.2 p.

Bibtex

@conference{bcaeb63ef76745c68b3d7d3370690eff,
title = "Social practices in Blended-SBME: work in progress",
abstract = "The demand for using Simulation Based Medical Education (SBME) has increased significantly in the past few years. The aim is to provide opportunities to medical students and practitioners to practice in a risk free environment and consequently “reduce the risk of complications for patients” (DH, 2011, p.5). However, “simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design” (Kneebone, 2005, p.549). Since legislation has mandated medical educators to provide evidence on the impact of SBME on patient safety and improvement of the services, SBME has remained as an additional training opportunity. Innovative research approaches need to be applied into the field to capture, analyse, and evaluate learning outcomes (Parchoma, et al., 2012) and integrate SBME in the core training programmes.",
keywords = "Simulation based medical education, blended learning, social practices",
author = "Armineh Shahoumian and Murray Saunders and Gale Parchoma and Jacky Hanson and Mike Dickinson and Mark Pimblett",
year = "2013",
language = "English",
pages = "1--2",
note = "Association for simulated practice in healthcare (ASPiH) 2013 ; Conference date: 19-11-2013 Through 21-11-2013",

}

RIS

TY - CONF

T1 - Social practices in Blended-SBME

T2 - work in progress

AU - Shahoumian, Armineh

AU - Saunders, Murray

AU - Parchoma, Gale

AU - Hanson, Jacky

AU - Dickinson, Mike

AU - Pimblett, Mark

PY - 2013

Y1 - 2013

N2 - The demand for using Simulation Based Medical Education (SBME) has increased significantly in the past few years. The aim is to provide opportunities to medical students and practitioners to practice in a risk free environment and consequently “reduce the risk of complications for patients” (DH, 2011, p.5). However, “simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design” (Kneebone, 2005, p.549). Since legislation has mandated medical educators to provide evidence on the impact of SBME on patient safety and improvement of the services, SBME has remained as an additional training opportunity. Innovative research approaches need to be applied into the field to capture, analyse, and evaluate learning outcomes (Parchoma, et al., 2012) and integrate SBME in the core training programmes.

AB - The demand for using Simulation Based Medical Education (SBME) has increased significantly in the past few years. The aim is to provide opportunities to medical students and practitioners to practice in a risk free environment and consequently “reduce the risk of complications for patients” (DH, 2011, p.5). However, “simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design” (Kneebone, 2005, p.549). Since legislation has mandated medical educators to provide evidence on the impact of SBME on patient safety and improvement of the services, SBME has remained as an additional training opportunity. Innovative research approaches need to be applied into the field to capture, analyse, and evaluate learning outcomes (Parchoma, et al., 2012) and integrate SBME in the core training programmes.

KW - Simulation based medical education

KW - blended learning

KW - social practices

M3 - Abstract

SP - 1

EP - 2

ER -