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Download Clinical Simulation. Operations, Engineering, and Management by Richard R. Kyle, Jr. and W. Bosseau Murray (Auth.) PDF

By Richard R. Kyle, Jr. and W. Bosseau Murray (Auth.)

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Sample text

What is the overall reality of what they are analyzing so intently? Are they trying to deduce something about cardiovascular function from an EKG? Are they trying to figure out what is wrong with a respiratory system by listening with a stethoscope? Is the goal to understand why the simulated patient isn’t responding as expected to an anesthetic? Looking closer or thinking smaller may get them to an answer, but maybe not. Stepping back may not always make things more obvious. But it frequently will and, even if it doesn’t make the answer to the specific question obvious, it will allow the student to recast the question so they see it from a broader perspective and have a better chance of “seeing” what is obvious even when it is not quite as obvious as we would like to think it will be.

If one of these points moves, as when a tent rope slips, the living space inside changes, so an experienced camper pays a lot of attention to the peaks and corner points. You might also have noticed that the concept of living space we are using includes not only spatial dimensions but also dampness conditions and probably temperature and ventilation conditions, as well. Now imagine that your tent is made of a revolutionary fabric that stretches freely in all directions without limit. You can create quite a complex living space by simply adding points.

The instruction methods traditionally employed to train in the OR/ER will not leverage all the capability of the simulation; simulation instruction has its own skill set. In fact, the desired results of all teaching – the performance gains in the trainee – are strongly constrained by the instructing performance of the instructor. The strong and well-deserved urge of the instructor to protect the live patient from the less-than-competent student is a huge handicap when teaching with simulation. So also is the tendency to mimic the pedagogical instruction techniques from one’s past experiences in the traditional method, when the adult learning model is much more effective.

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