A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences

Elaine Lyall, Derek Anthony Scott

Research output: Contribution to conferencePoster

4 Downloads (Pure)

Abstract

In recent years, many teaching technicians have had to diversify their skills set and work in different departments or disciplines. From recent experience working both in classes for BSc students in medical sciences and now in clinical skills, it is clear that students from across these different disciplines all cover many of the same practical aspects of a subject, but from different approaches. It is also clear that many of these disciplines may operate autonomously and do not necessarily share all of the practical and staffing resources they might have access to.
One of the areas where this is evident is in cardiovascular teaching. Physiology students use PowerLab/LabTutor data capture resources extensively with peers or external volunteers, whilst subjects like medicine tend to rely more on simulation with volunteer ‘patients’ or simulation mannequins. Since the merger of medical science and medicine at our institution, the opportunities for sharing staff skills/experience, resources and equipment have increased. We have tried to integrate styles of teaching between these different disciplines to improve teamwork and the training experiences for students of all backgrounds.
Current examples include the introduction of high fidelity human patient simulation into medical sciences. The recent installation of a dedicated CAE iStan Adult Simulator solely for medical sciences teaching has allowed the provision of a greater range of research projects for BSc students and is allowing science academic staff to diversify the range of assessments and teaching styles that they use with the students in both medicine and science. This also provides support and backup to the clinical simulation staff who now have a wider pool of staff who are experienced in high-fidelity simulation and who can author new materials. Science staff have also adopted multi-station, skills-based practical examinations that are commonly used in clinical training.
Conversely, the science staff are now introducing use of Powerlab data capture technology to clinical staff to help them improve their research capacity and help clinical students understand physiological measurement more effectively. Sharing of synthetic physiological samples from science classes has also allowed medicine to improve their use of moulage during clinical teaching.
Our experience is that the basic biomedical and clinical disciplines can benefit from greater collaboration in terms of sharing experience and resource in practical teaching. Such initiatives are being led by the teaching technical staff in our institution and have allowed all disciplines involved to expand their repertoire of educational activities.
Original languageEnglish
Publication statusPublished - 2017
EventPractical innovations in life science education - Physiological Society HQ, Hodgkin-Huxley House, London, United Kingdom
Duration: 27 Apr 201728 Apr 2017
https://physocblogs.wordpress.com/2017/05/12/practical-innovations-in-life-science-education/

Workshop

WorkshopPractical innovations in life science education
CountryUnited Kingdom
CityLondon
Period27/04/1728/04/17
Internet address

Fingerprint

best practice
medicine
simulation
staff
science
resources
Teaching
student
data capture
experience
teaching style
educational activities
technician
physiology
staffing
teamwork
merger
research project
examination

Keywords

  • physiology
  • simulation
  • medical science
  • technician
  • practical skills
  • high fidelity

Cite this

Lyall, E., & Scott, D. A. (2017). A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences. Poster session presented at Practical innovations in life science education, London, United Kingdom.

A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences. / Lyall, Elaine; Scott, Derek Anthony.

2017. Poster session presented at Practical innovations in life science education, London, United Kingdom.

Research output: Contribution to conferencePoster

Lyall, E & Scott, DA 2017, 'A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences' Practical innovations in life science education, London, United Kingdom, 27/04/17 - 28/04/17, .
Lyall E, Scott DA. A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences. 2017. Poster session presented at Practical innovations in life science education, London, United Kingdom.
Lyall, Elaine ; Scott, Derek Anthony. / A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences. Poster session presented at Practical innovations in life science education, London, United Kingdom.
@conference{4a473cdd6de84823bedb0a4fc912d80a,
title = "A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences",
abstract = "In recent years, many teaching technicians have had to diversify their skills set and work in different departments or disciplines. From recent experience working both in classes for BSc students in medical sciences and now in clinical skills, it is clear that students from across these different disciplines all cover many of the same practical aspects of a subject, but from different approaches. It is also clear that many of these disciplines may operate autonomously and do not necessarily share all of the practical and staffing resources they might have access to.One of the areas where this is evident is in cardiovascular teaching. Physiology students use PowerLab/LabTutor data capture resources extensively with peers or external volunteers, whilst subjects like medicine tend to rely more on simulation with volunteer ‘patients’ or simulation mannequins. Since the merger of medical science and medicine at our institution, the opportunities for sharing staff skills/experience, resources and equipment have increased. We have tried to integrate styles of teaching between these different disciplines to improve teamwork and the training experiences for students of all backgrounds.Current examples include the introduction of high fidelity human patient simulation into medical sciences. The recent installation of a dedicated CAE iStan Adult Simulator solely for medical sciences teaching has allowed the provision of a greater range of research projects for BSc students and is allowing science academic staff to diversify the range of assessments and teaching styles that they use with the students in both medicine and science. This also provides support and backup to the clinical simulation staff who now have a wider pool of staff who are experienced in high-fidelity simulation and who can author new materials. Science staff have also adopted multi-station, skills-based practical examinations that are commonly used in clinical training.Conversely, the science staff are now introducing use of Powerlab data capture technology to clinical staff to help them improve their research capacity and help clinical students understand physiological measurement more effectively. Sharing of synthetic physiological samples from science classes has also allowed medicine to improve their use of moulage during clinical teaching.Our experience is that the basic biomedical and clinical disciplines can benefit from greater collaboration in terms of sharing experience and resource in practical teaching. Such initiatives are being led by the teaching technical staff in our institution and have allowed all disciplines involved to expand their repertoire of educational activities.",
keywords = "physiology, simulation, medical science, technician, practical skills, high fidelity",
author = "Elaine Lyall and Scott, {Derek Anthony}",
year = "2017",
language = "English",
note = "Practical innovations in life science education ; Conference date: 27-04-2017 Through 28-04-2017",
url = "https://physocblogs.wordpress.com/2017/05/12/practical-innovations-in-life-science-education/",

}

TY - CONF

T1 - A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences

AU - Lyall, Elaine

AU - Scott, Derek Anthony

PY - 2017

Y1 - 2017

N2 - In recent years, many teaching technicians have had to diversify their skills set and work in different departments or disciplines. From recent experience working both in classes for BSc students in medical sciences and now in clinical skills, it is clear that students from across these different disciplines all cover many of the same practical aspects of a subject, but from different approaches. It is also clear that many of these disciplines may operate autonomously and do not necessarily share all of the practical and staffing resources they might have access to.One of the areas where this is evident is in cardiovascular teaching. Physiology students use PowerLab/LabTutor data capture resources extensively with peers or external volunteers, whilst subjects like medicine tend to rely more on simulation with volunteer ‘patients’ or simulation mannequins. Since the merger of medical science and medicine at our institution, the opportunities for sharing staff skills/experience, resources and equipment have increased. We have tried to integrate styles of teaching between these different disciplines to improve teamwork and the training experiences for students of all backgrounds.Current examples include the introduction of high fidelity human patient simulation into medical sciences. The recent installation of a dedicated CAE iStan Adult Simulator solely for medical sciences teaching has allowed the provision of a greater range of research projects for BSc students and is allowing science academic staff to diversify the range of assessments and teaching styles that they use with the students in both medicine and science. This also provides support and backup to the clinical simulation staff who now have a wider pool of staff who are experienced in high-fidelity simulation and who can author new materials. Science staff have also adopted multi-station, skills-based practical examinations that are commonly used in clinical training.Conversely, the science staff are now introducing use of Powerlab data capture technology to clinical staff to help them improve their research capacity and help clinical students understand physiological measurement more effectively. Sharing of synthetic physiological samples from science classes has also allowed medicine to improve their use of moulage during clinical teaching.Our experience is that the basic biomedical and clinical disciplines can benefit from greater collaboration in terms of sharing experience and resource in practical teaching. Such initiatives are being led by the teaching technical staff in our institution and have allowed all disciplines involved to expand their repertoire of educational activities.

AB - In recent years, many teaching technicians have had to diversify their skills set and work in different departments or disciplines. From recent experience working both in classes for BSc students in medical sciences and now in clinical skills, it is clear that students from across these different disciplines all cover many of the same practical aspects of a subject, but from different approaches. It is also clear that many of these disciplines may operate autonomously and do not necessarily share all of the practical and staffing resources they might have access to.One of the areas where this is evident is in cardiovascular teaching. Physiology students use PowerLab/LabTutor data capture resources extensively with peers or external volunteers, whilst subjects like medicine tend to rely more on simulation with volunteer ‘patients’ or simulation mannequins. Since the merger of medical science and medicine at our institution, the opportunities for sharing staff skills/experience, resources and equipment have increased. We have tried to integrate styles of teaching between these different disciplines to improve teamwork and the training experiences for students of all backgrounds.Current examples include the introduction of high fidelity human patient simulation into medical sciences. The recent installation of a dedicated CAE iStan Adult Simulator solely for medical sciences teaching has allowed the provision of a greater range of research projects for BSc students and is allowing science academic staff to diversify the range of assessments and teaching styles that they use with the students in both medicine and science. This also provides support and backup to the clinical simulation staff who now have a wider pool of staff who are experienced in high-fidelity simulation and who can author new materials. Science staff have also adopted multi-station, skills-based practical examinations that are commonly used in clinical training.Conversely, the science staff are now introducing use of Powerlab data capture technology to clinical staff to help them improve their research capacity and help clinical students understand physiological measurement more effectively. Sharing of synthetic physiological samples from science classes has also allowed medicine to improve their use of moulage during clinical teaching.Our experience is that the basic biomedical and clinical disciplines can benefit from greater collaboration in terms of sharing experience and resource in practical teaching. Such initiatives are being led by the teaching technical staff in our institution and have allowed all disciplines involved to expand their repertoire of educational activities.

KW - physiology

KW - simulation

KW - medical science

KW - technician

KW - practical skills

KW - high fidelity

M3 - Poster

ER -