| Title | The Balancing Act: Exploring the design of structured educational modules to maximize the value of medical students' unsupervised learning in the simulation setting |
|---|---|
| Faculty/College/Unit | Medicine |
| Status | Completed |
| Duration | 1 Year |
| Initiation | 04/01/2010 |
| Completion | 03/28/2011 |
| Project Summary | Among the advantages in using simulation to teach medical students is the opportunity for students to learn on their own time. This flexibility in learning opportunities, however, comes with possible dangers associated with unsupervised learning, such as the potential for developing bad habits and misunderstandings, and of overestimating one’s preparedness for practice. Using the platform of ‘Harvey’ (a high fidelity human patient simulator) to teach the cardiovascular physical exam, this project will build on previous research in the domain of self-guided learning to develop several simulation-based learning modules with varying degrees of structure that will function as a guide to the students’ self-guided learning activities in the absence of direct supervision. Outcome measures of skill and knowledge acquisition will be compared across students using the various modules in order to develop a better understanding of how to structure the modules to maximize learning in unsupervised simulation settings. |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2010/2011 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Adam Peets |
| Year 1: Funded Amount | 29,886 |
| Year 1: Team Members | Adam Peets, Faculty of Medicine |