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Interdisciplinary SBME: a case study in development of B-SBME

Research output: Contribution to conference - Without ISBN/ISSN Abstractpeer-review

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Standard

Interdisciplinary SBME : a case study in development of B-SBME. / Shahoumian, Armineh; Parchoma, Gale; Saunders, Murray; 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 Abstractpeer-review

Harvard

Shahoumian, A, Parchoma, G, Saunders, M, Hanson, J, Dickinson, M & Pimblett, M 2013, 'Interdisciplinary SBME: a case study in development of B-SBME', Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom, 19/11/13 - 21/11/13 pp. 1-2.

APA

Shahoumian, A., Parchoma, G., Saunders, M., Hanson, J., Dickinson, M., & Pimblett, M. (2013). Interdisciplinary SBME: a case study in development of B-SBME. 1-2. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Vancouver

Shahoumian A, Parchoma G, Saunders M, Hanson J, Dickinson M, Pimblett M. Interdisciplinary SBME: a case study in development of B-SBME. 2013. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.

Author

Shahoumian, Armineh ; Parchoma, Gale ; Saunders, Murray ; Hanson, Jacky ; Dickinson, Mike ; Pimblett, Mark. / Interdisciplinary SBME : a case study in development of B-SBME. Abstract from Association for simulated practice in healthcare (ASPiH) 2013, United Kingdom.2 p.

Bibtex

@conference{d6338520d0a349038ea5799791ef575f,
title = "Interdisciplinary SBME: a case study in development of B-SBME",
abstract = "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). ",
keywords = "Simulation based medical education, Interdisciplinary, blended learning",
author = "Armineh Shahoumian and Gale Parchoma and Murray Saunders 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 - 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 -