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Erschienen in:
Examining Identity Exploration in a Video Game Participatory Culture Kapitel lesen Erstes Kapitel lesen

2019 | OriginalPaper | Buchkapitel

Multiple Uses for Procedural Simulators in Continuing Medical Education Contexts

verfasst von : Andrew R. Ruis, Alexandra A. Rosser, Jay N. Nathwani, Megan V. Beems, Sarah A. Jung, Carla M. Pugh

Erschienen in: Advances in Quantitative Ethnography

Verlag: Springer International Publishing

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Abstract

Simulators have been widely adopted to help surgical trainees learn procedural rules and acquire basic psychomotor skills, and research indicates that this learning transfers to clinical practice. However, few studies have explored the use of simulators to help more advanced learners improve their understanding of operative practices. To model how surgeons with different levels of experience use procedural simulators, we conducted a quantitative ethnographic analysis of small-group conversations in a continuing medical education short course on laparoscopic hernia repair. Our research shows that surgeons who had less experience with laparoscopic surgery tended to use the simulators to learn and rehearse the basic procedures, while more experienced surgeons used the simulators as a platform for exploring a range of hernia presentations and operative approaches based on their experiences. Thus simple, inexpensive simulators may be effective with both novice and more experienced learners.

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Vorheriges Kapitel Examining the Impact of Virtual City Planning on High School Students’ Identity Exploration
Nächstes Kapitel Cause and Because: Using Epistemic Network Analysis to Model Causality in the Next Generation Science Standards
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Metadaten
Titel
Multiple Uses for Procedural Simulators in Continuing Medical Education Contexts
verfasst von
Andrew R. Ruis
Alexandra A. Rosser
Jay N. Nathwani
Megan V. Beems
Sarah A. Jung
Carla M. Pugh
Copyright-Jahr
2019
Buch
Advances in Quantitative Ethnography

Print ISBN: 978-3-030-33231-0

Electronic ISBN: 978-3-030-33232-7

Copyright-Jahr: 2019

DOI
https://doi.org/10.1007/978-3-030-33232-7_18

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