The Relationship Between Active Learning and Workload During Clinically Relevant Simulations

Authors

Moshe Feldman, Virginia Commonwealth University

First Author Information

Moshe Feldman, Ph.D., Office of Assessment, Evaluation and Scholarship, VCU School of Medicine

Additional Author(s) Information

Cheryl N. Bodamer, Ph.D., Center for Human Simulation and Patient Safety, VCU School of Medicine

Michael Vitto, D.O., MS, RDMS, RDCS, FACEP, Center for Human Simulation and Patient Safety, VCU School of Medicine

Cathy Grossman, M.D., Department of Internal Medicine, VCU School of Medicine

Presentation Format

Oral

Type of Activity

Research

Original Presentation Date

2019

Date of Submission

March 2019

Abstract/Short Description

Purpose:

Active learning through medical simulation has been shown to improve learning outcomes when used appropriately. However, simulation can inhibit learning outcomes and learner engagement when the simulation scenario context requires a high level of workload (perceived or actual) that is inappropriate for the level of learner (Curtis 2012). This study examines the relationship between individual learner engagement, team problem solving, and perceived workload during a Simulation Based Orientation to Clinical Medicine (SBOC).

References

1. Curtis MT, DiazGranados D, Feldman M. Judicious use of simulation technology in continuing medical education. Journal of Continuing Education in the Health Professions, 2012;32(4):255-260.

Rights

© The Author(s)

Is Part Of

VCU Medical Education Symposium