Presentation on theme: "Development of Interdisciplinary Simulations that Promote Vertical and Horizontal Integration in Undergraduate Medical Education University of Central."— Presentation transcript:
Development of Interdisciplinary Simulations that Promote Vertical and Horizontal Integration in Undergraduate Medical Education University of Central Florida College of Medicine Laurel Gorman PhD Assistant Professor of Pharmacology David Harris, PhD Assistant Professor of Physiology Drexel University College of Medicine Kathy Ryan, MD Director of Medical Simulation
Interdisciplinary vs Interprofessional Interdisciplinary – Involving two or more academic, scientific, artistic areas of knowledge eg. Learning physiology with biochemistry Interprofessional --- two or more professions in health and social care learn together eg. Medical students, nursing students, social workers
Basic Sciences Integrated UCF COM HFMS: Cognitive Level M1
Cognitive Level Per Blooms Taxonomy Rating Basic Sciences Integrated UCF COM HFMS: Cognitive Level M2
Develop Learning Objectives – This should direct everything: materials, fidelity, evaluation Think About The Number of Learners – This will affect scheduling, traffic flow, resources Think About Time – It will take longer to develop a simulation scenario than to prepare a lecture – How to fit the simulation into class/rotation time Where Does One Start??
Orientation to the exercise Running the simulation Debriefing-time allotted should be at least as long or longer than running the simulation Three Phases of Running a Simulation
Workshop activity 1.Identify target audience (1 st years, 2 nd years etc) 2.How to fit it into a curriculum? (what gets dropped to make room?) 3. Design a scenario. a.Interdisciplinary objective b.Environment of simulation c.SIM personnel d.Case narrative, patient info, labs e.Debriefing topics