Sandra Gepfert
Return to: | ETAP 623 Fall 2017 Sect 5420]
Integrating Simulators and Simulations into the Classroom for Allied Health
About me
My name is Sandra Gepfert, I am currently in the process of completing the Curriculum Development and Instructional Technology (CDIT) program at SUNY Albany. I attended Hudson Valley Community College for Radiologic Technology and received and Associated Degree and then continued in the Diagnostic Medical Sonography Program. I also attended SUNY Cobleskill and earned a Bachelors degree in Business Administration and Information Technology. I am currently, Program Coordinator and instructor for the Diagnostic Medical Sonography Program at Hudson Valley Community College. I have been teaching for the past four years in the academic setting. Prior to teaching in the academic setting I was clinical supervisor for medical sonography students and medical students for many years as well as supervisor of an ultrasound department at a local hospital, where I continue to work part- time as an Educational Coordinator.
My Topic/Purpose
The purpose of this course is to learn how to improve psychomotor and cognitive skills while utilizing simulators in the medical field.
Learning Outcomes
- Students will be able to describe the effects of psychomotor skills when incorporating simulators for learning.
- Students will be able to describe the effects of cognitive skills when incorporating simulators for learning.
- Students will be be able to describe uses of how simulators are making advances in the medical field.
Needs Assessment
The purpose of this course is to learn how improve psychomotor and cognitive skills while utilizing simulators and or simulations. To help Allied Health teachers incorporate simulation activities that will help allied health students practice skills to further develop cognitive abilities to prepare students entering into the clinical setting.
Gathering Information: I will be using information gathered from students and other teachers by incorporating surveys as well as utilize research based articles. By utilizing these resources, I will be able to determine the impact of using simulators to develop psychomotor skills and cognitive skills for students in the medical field.
Summary:
The information gathered has indicated that in the clinical setting students are more versed to be able to perform more efficiently when utilizing simulations to improve psychomotor skills as well as cognitive skills. The muscle memory becomes more instinct as the psychomotor skills are developed, allowing for cognitive skills to be able to be more distinct. The incorporation of simulators help to solidify the skills necessary, due to repetition of skills, to be able to perform psychomotor skills with ease.
Revised Intent:
After completing my needs assessment my intended learning outcomes have not changed. I have found that within the medical community there is a need to provide hands on simulations to better prepare students for the intricate maneuvers that are necessary to perform certain psychomotor skills once these skills are mastered the cognitive abilities can be better performed. I have found based upon my survey I found that 14 % survey said they would allow a student to perform a procedure with only didactic instruction, 19% said no not at all and 61 % said depends on type of procedure. When it came to to students with simulation experience the percentages changed to 18% yes, 9% said no and 68 % said depends on procedure. There is an expectation of patients that the medical providers have prior training before performing certain types of examinations. Simulators and simulations is a means of providing the training necessary to becoming proficient at both psychomotor as well as cognitive abilities.
Analysis of the Learner and Context
This course is intended for healthcare professionals and how to improve assessments of cognitive and psychomotor skills necessary in allied health professions. This mini course will help instructors learn about different types of simulations and simulators that can be utilized in the medical field. It also allows for instructors to be able to develop lesson plans incorporating simulations/simulators and assessing the learning outcomes for their students.
Performance Objectives
Course-level objectives
Learner will research and describe types of simulators
Learner will describe effects of simulators on psychomotor and cognitive abilities.
Learner will describe best practices in incorporating simulators into the classroom.
Learner will design a lesson plan using simulator or simulation.
Task Analysis
Purpose:
In this course, the learner will understand the relationship of development of psychomotor abilities and the cognitive abilities when incorporating simulators into the classroom for allied health.
End of Course objective:
At the conclusion of this course the learner will produce a lesson plan that will include simulators for development of psychomotor and cognitive skills for students entering into allied health field.
Prior Knowledge:
Anatomy and Physiology of the human body
Must have an understanding of medical terminology
Must be able to perform the psychomotor skills that will be expected of the students.
Unit 1: Psychomotor and Cognitive Correlation
Unit 2: Types of simulators
Unit 3: The role of simulators in the classroom
Curriculum Map
References and Resources
Gibbs, V. (2015). The role of ultrasound simulators in education: an investigation into sonography student experiences and clinical mentor perceptions. Ultrasound: Journal of the British Medical Ultrasound Society, 23(4), 204–211.
Jay, Julie & Owen, Anoinette (2016), Providibg opportunities for self- assessment: the impact on the acquisition of psychomotor skills in occupational therapy, Assessment in Higher Education, 4 (8), 1176-1192
Nicholls, Dewlyn, Sweet, Linda, Muller, Amanda and Hyett, Jon (2016), Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature, Medical Teacher, 3(10) p 1056- 1063.