Theme
7II Simulation and Simulated Patients
INSTITUTION
University of Notre Dame Australia
At the University of Notre Dame Australia, the challenge of low participation in educational professional development was confronted through a mobile learning solution using e-books as the delivery mechanism and a simulated environment to mediate authentic learning activities. It was hoped that this solution would optimise flexibility in terms of access (time, place, and pace) and context (the extent to which the learning environment resonated with participants’ current health professional context). Educational Design Research (Reeves, 2006) was used to underpin the development of the e-books and the associated simulated learning environment. The key challenge was to develop flexible learning settings that catered for multiple health professions without compromising authenticity. |
Units developed and enrolments (2013-2014)
Year |
Unit |
Medicine |
Nursing |
Physiotherapy |
Other |
Total Enrolments |
Sem 1 2013 |
Teaching Methods in HPE |
8 |
0 |
0 |
0 |
8 |
Sem 2 2013 |
Best Practice in Clinical Supervision in HPE |
9 |
6 |
0 |
3 |
18 |
Sem 1 2014 |
Introduction to Tertiary Teaching and Learning |
3 |
1 |
0 |
0 |
4 |
|
Assessing Competence in HPE |
13 |
3 |
1 |
0 |
17 |
Sem 2 2014 |
Introduction to Tertiary Teaching and Learning |
2 |
1 |
0 |
0 |
3 |
|
Teaching clinical reasoning in HPE |
4 |
8 |
0 |
0 |
12 |
|
Ethical Issues in Professional Life |
10 |
6 |
1 |
0 |
17 |
|
Total |
49 |
25 |
2 |
3 |
79 |
The delivery model is akin to a set of cogs, each contributing to the overall objective of driving student learning:
The appropriateness of the educational design was tested through the collection of data through questionnaires (quantitative) and synchronous/asynchronous discussions on unit websites (qualitative). Forty three students participated.
The educational design model is fully described in Steketee and Bate (2012) and was also the subject of a MedEdWorld Webinar in March 2014 (Bate and Steketee, 2014). A summary of the design principles is provided by selecting "more detail" below.
Bate, F. and Steketee, C. (2014). Using design-based research to underpin the ongoing improvement of a hybrid mobile-web learning environment in the health professions. Retrieved from http://www.amee.org/amee-initiatives/mededworld/webinars/webinars-archive/2014.
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
Steketee, C. and bate, F. Using educational design research to inform teaching and learning in the health professions. Issues in Educational Research, 2013, Vol 23(2), 269-282.
Design
The design principles developed at the inception of the initiative have proven useful in focusing the ongoing development and evaluation of the e-books and associated simulated learning environments. Flexibility is key in ensuring that participants have access to learning that is personalized and mirrors the reality of their own workplace. Personalization requires e-books to have a cognitive and a social presence.
Cognitive presence:
Social presence:
Outcomes
Levels of satisfaction with e-books and associated simulated learning environment have been high, particularly on aspects of flexibility and student support. When students were asked about their level of engagement (blue), the extent to which their understanding had been enhanced by undertaking the unit (orange), and their overall satisfaction (grey), most indicated high levels of satisfaction. |
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Growth in enrolments have been strong and sustained since the inception of the e-books and associated simulated learning environment. Flexible options – Graduate Certificate, Graduate Diploma and Masters – along with assessable and non-assessable choices, have contributed to this strong growth. Designing e-books and associated simulated learning environments for health professionals generally, rather than just focusing on doctors, has proven to be a successful strategy. |
Educational Design Research has been useful in focusing developers on acheiving a flexible and authenic design. Cognitive presence has been achieved and sustained through a simulated envionment that mediates authentic activities to participants supported by readily accessible resources. For example:
"The integration of resources with the e-book was fantastic. It meant I had more time to learn and less time looking for resources. This has enhanced my pedagogical knowledge and ability enormously." (Participant, 2014)
Social presence is achieved again through the design of authentic collaborative activities, and by committed facilitators who maintain a strong online presence. For example:
"I have found the lecturers amazing. Their communication via email or during the collaborate sessions has been professional but also non-intimidating and very understanding." (Participant, 2013)
It is often reported that e-learning is less favourable than more traditional approaches to professional development, particularly in applying knowledge. However, the poster shows that with careful design, particularly around issues of flexibility, mobile learning solutions can equal or exceed participant expectations.
The goal of developing a flexible learning resource for health professionals has been acheived by adopting a rigorous and systematic research framwork (Educational Design Research). This method has facilitated a strong focus on two important aspects of the educational design: cognitive presence and social presence. In tandem, these attributes can help create a vibrant online learning enviornment that stimulates higher order thinking and deep reflection.