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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 - Social practices in Blended-SBME
T2 - Association for simulated practice in healthcare (ASPiH) 2013
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
Y2 - 19 November 2013 through 21 November 2013
ER -