Gaining a new respect for the other guys: Scripted scenarios for inter professional education in paediatric emergencies

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Abstract

ABSTRACTIntroductionThis project aimed to find ways of staging and evaluating simulations as a tool of interprofessional education(IPE). A series of scripted paediatric emergencies was used to create an intense learning environment toexplore knowledge exchange and shared learning between GP registrars and paramedics. Althoughsimulation is a familiar tool in medical education, its use inIPEis difficult to facilitate because of its manydimensions.MethodsA complex set of observational methods was utilised comprising contemporaneous focus groups,questionnaires, video observation and participant feedback. These multiple methods capturedrichlydescriptive data through triangulation, to overcome the problem of simulation becoming a stagedperformance.ResultsThe research demonstrated there is great scope for simulation as a tool of IPE despite the time and labourintensity. Participantsreported an interesting, exciting, quality learning experience and deep immersion inthe scenarios.ConclusionTo achieve its full potential,future IPE simulation would need to be paired with instructional clinicalworkshops for the practice and evaluation of skills, and close collaboration with the participants’ own medicaleducators. However the possibilities of enhancing IPE learning by immersing different groups of health careprofessionals inunfamiliar, scripted, scenariosare probably only limited by budgets and the imagination ofeducators
Original languageEnglish
Pages (from-to)1-8
Number of pages8
JournalAustralasian Journal of Paramedicine
Volume11
Issue number2
Publication statusPublished - 2014

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Professional Education
Emergencies
Learning
Pediatrics
Education
Imagination
Allied Health Personnel
Immersion
Budgets
Medical Education
Focus Groups
Observation
Health
Research

Cite this

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title = "Gaining a new respect for the other guys: Scripted scenarios for inter professional education in paediatric emergencies",
abstract = "ABSTRACTIntroductionThis project aimed to find ways of staging and evaluating simulations as a tool of interprofessional education(IPE). A series of scripted paediatric emergencies was used to create an intense learning environment toexplore knowledge exchange and shared learning between GP registrars and paramedics. Althoughsimulation is a familiar tool in medical education, its use inIPEis difficult to facilitate because of its manydimensions.MethodsA complex set of observational methods was utilised comprising contemporaneous focus groups,questionnaires, video observation and participant feedback. These multiple methods capturedrichlydescriptive data through triangulation, to overcome the problem of simulation becoming a stagedperformance.ResultsThe research demonstrated there is great scope for simulation as a tool of IPE despite the time and labourintensity. Participantsreported an interesting, exciting, quality learning experience and deep immersion inthe scenarios.ConclusionTo achieve its full potential,future IPE simulation would need to be paired with instructional clinicalworkshops for the practice and evaluation of skills, and close collaboration with the participants{\~A}¢{\^A}€{\^A}™ own medicaleducators. However the possibilities of enhancing IPE learning by immersing different groups of health careprofessionals inunfamiliar, scripted, scenariosare probably only limited by budgets and the imagination ofeducators",
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author = "{Lazarsfeld Jensen}, Ann and Donna Bridges",
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publisher = "Faculty of Health, Engineering and Science, Edith Cowan University",
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N2 - ABSTRACTIntroductionThis project aimed to find ways of staging and evaluating simulations as a tool of interprofessional education(IPE). A series of scripted paediatric emergencies was used to create an intense learning environment toexplore knowledge exchange and shared learning between GP registrars and paramedics. Althoughsimulation is a familiar tool in medical education, its use inIPEis difficult to facilitate because of its manydimensions.MethodsA complex set of observational methods was utilised comprising contemporaneous focus groups,questionnaires, video observation and participant feedback. These multiple methods capturedrichlydescriptive data through triangulation, to overcome the problem of simulation becoming a stagedperformance.ResultsThe research demonstrated there is great scope for simulation as a tool of IPE despite the time and labourintensity. Participantsreported an interesting, exciting, quality learning experience and deep immersion inthe scenarios.ConclusionTo achieve its full potential,future IPE simulation would need to be paired with instructional clinicalworkshops for the practice and evaluation of skills, and close collaboration with the participants’ own medicaleducators. However the possibilities of enhancing IPE learning by immersing different groups of health careprofessionals inunfamiliar, scripted, scenariosare probably only limited by budgets and the imagination ofeducators

AB - ABSTRACTIntroductionThis project aimed to find ways of staging and evaluating simulations as a tool of interprofessional education(IPE). A series of scripted paediatric emergencies was used to create an intense learning environment toexplore knowledge exchange and shared learning between GP registrars and paramedics. Althoughsimulation is a familiar tool in medical education, its use inIPEis difficult to facilitate because of its manydimensions.MethodsA complex set of observational methods was utilised comprising contemporaneous focus groups,questionnaires, video observation and participant feedback. These multiple methods capturedrichlydescriptive data through triangulation, to overcome the problem of simulation becoming a stagedperformance.ResultsThe research demonstrated there is great scope for simulation as a tool of IPE despite the time and labourintensity. Participantsreported an interesting, exciting, quality learning experience and deep immersion inthe scenarios.ConclusionTo achieve its full potential,future IPE simulation would need to be paired with instructional clinicalworkshops for the practice and evaluation of skills, and close collaboration with the participants’ own medicaleducators. However the possibilities of enhancing IPE learning by immersing different groups of health careprofessionals inunfamiliar, scripted, scenariosare probably only limited by budgets and the imagination ofeducators

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