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"simulation teaching"
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Historia ludens : the playing historian
\"This book aims to further a debate about aspects of 'playing' and 'gaming' in connection with history. Reaching out to academics, professionals and students alike, it pursues a dedicated interdisciplinary approach. Rather than only focusing on how professionals could learn from academics in history, the book also ponders the question of what academics can learn from gaming and playing for their own practice, such as gamification for teaching, or using 'play' as a paradigm for novel approaches into historical scholarship. 'Playing' and 'gaming' are thus understood as a broad cultural phenomenon that cross-pollinates the theory and practice of history and gaming alike\"-- Provided by publisher.
Book
Can You Beat Churchill?
How do you get students to engage in a historical
episode or era? How do you bring the immediacy and
contingency of history to life? Michael A. Barnhart shares the
secret to his award-winning success in the classroom with Can
You Beat Churchill? , which encourages role-playing for
immersive teaching and learning. Combating the declining enrollment
in humanities classes, this innovative approach reminds us how
critical learning skills are transmitted to students: by
reactivating their curiosity and problem-solving abilities.
Barnhart provides advice and procedures, both for the use of
off-the-shelf commercial simulations and for the instructor who
wishes to custom design a simulation from scratch. These
reenactments allow students to step into the past, requiring them
to think and act in ways historical figures might have. Students
must make crucial or dramatic decisions, though these decisions
need not align with the historical record. In doing so, they learn,
through action and strategic consideration, the impact of real
individuals and groups of people on the course of history.
There is a quiet revolution underway in how history is taught to
undergraduates. Can You Beat Churchill? hopes to make it a
noisy one.
eBook
Simulated patient methodology
Simulated Patient Methodology is a timely book, aimed at health professional educators and Simulated Patient (SP) practitioners. It connects theory and evidence with practice to ensure maximum benefit for those involved in SP programmes, in order to inform practice and promote innovation. The book provides a unique, contemporary, global overview of SP practice, for all health sciences educators. Simulated Patient Methodology: • Provides a cross-disciplinary overview of the field • Considers practical issues such as recruiting and training simulated patients, and the financial planning of SP programmes • Features case studies, illustrating theory in practice, drawn from across health professions and countries, to ensure relevance to localised contexts Written by world leaders in the field, this invaluable resource summarises the theoretical and practical basis of all human-based simulation methodologies.
eBook
Effect analysis of a virtual simulation experimental platform in teaching pulpotomy
Background
The experimental teaching of pediatric dentistry is a bridge between theoretical study and clinical practice, and virtual simulation technology provides a new method of instruction.
Methods
We built an experimental teaching platform using virtual simulation technology for vital pulpotomy that includes learning and examination modes. A total of 199 students majoring in stomatology in the fourth year at Sun Yat-Sen University were randomly divided into a control group (conventional teaching mode) and an experimental group (virtual simulation experimental teaching model). The teaching effect was evaluated by theoretical and experimental examination.
Results
We found that both the theoretical and experimental scores of the experimental group were higher than those of the control group, and the theoretical scores of the experimental group after exposure to the virtual simulation experimental teaching platform were also higher than those before the class, with significant differences (
P
< 0.05). Feedback from the experimental group after the class indicated that the platform reinforced their theoretical knowledge and greatly improved their mastery of operational skills.
Conclusions
The application of a virtual simulation experimental teaching platform can effectively improve the teaching of pulpotomy.
Journal Article
Modeling of Next Generation Digital Learning Environments
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of Digital Learning Environments more complex.
eBook
Effect of situational simulation teaching combined with the AIDET framework on communication skills training for oncology residents
Purpose
This study aims to develop and implement a situational simulation teaching model based on the AIDET communication framework (SST-AIDET) for oncology residents and evaluate its effectiveness in enhancing communication skills.
Methods
A total of 117 third-year postgraduate residents at Sun Yat-sen University Cancer Center (SYSUCC) were randomly assigned to either a control group (
n
= 63) receiving traditional teacher-centered instruction or an intervention group (
n
= 54) undergoing SST-AIDET training. The intervention included theoretical instruction, simulation-based teaching, and discussion sessions. Communication skills were assessed through an Objective Structured Clinical Examination (OSCE), using the SEGUE Framework, the Chinese Physician–Patient Communication Assessment Scale (CPPC-AS), and the Consultation and Relational Empathy (CARE) measure.
Results
The intervention group achieved significantly higher median scores in the SEGUE Framework (22 vs. 18,
P
< 0.001), CPPC-AS (with superior task, performance, and total scores, all
P
< 0.001), and CARE measure (45 vs. 43,
P
< 0.001) compared to the control group. A greater proportion of residents in the intervention group attained “excellent” scores in SEGUE and CARE assessments.
Conclusions
The SST-AIDET teaching model significantly enhances communication skills among oncology residents and may improve standardized patient satisfaction, which is worth actively promoting in clinical teaching work.
Journal Article