METHODOLOGY OF INNOVATIVE SIMULATION EDUCATION, AND POSSIBILITIES OF OBJECTIVE KNOWLEDGE LEVEL MEASUREMENT (Mária Csóka

METHODOLOGY OF INNOVATIVE SIMULATION EDUCATION, AND POSSIBILITIES OF OBJECTIVE KNOWLEDGE LEVEL MEASUREMENT

(Mária Csóka¹, Veronika Rajki, PhD²)

1master teacher, Semmelweis University Faculty of Health Sciences, Institute of Applied Health Sciences, Department of Nursing

e-mail: csokam@se-etk.hu

2senior lecturer, Semmelweis University Faculty of Health Sciences, Institute of Applied Health Sciences, Department of Nursing

e-mail: rajki.veronika@se-etk.hu

1. INTRODUCTION

Authors provide a brief overview of the possibilities of innovative simulator training in health science, demonstrating how the patient simulator-based exercise programs have been integrated into the curriculum of different training programs, how can traditional teacher-centred learning become an issue-based education in an open, multimedia learning environment, and what target competences are available with problem- oriented teaching methods. Considering the traditional evaluation system of students' performance, the authors raise the possibility of using an objective measurement method in simulation education as well.

In Hungary, the Faculty of Health Sciences at Semmelweis University was the first in 2007 to conduct problem-solving practice in training of non-medical professionals based on a patient simulator. The advantage of this method is that the students could practice the certain examinations and interventions than before, but with the help of the simulator, the effects of interventions can be monitored, and through continuous interaction their professional competencies can be developed. In addition to the exercise of some activities, real-time situations broaden decision-making, communication, empathic, interpersonal, legal, ethical, problem- recognition and problem-solving skills, and synthesizing skills.

2. AIM

The aim of our study was to prepare the use the objective knowledge level measurement in innovative simulation education, first of all in theory. Other aim was to carry out the SWOT analysis to assess the strengths, weaknesses, opportunities, and threats of simulation-based learning teaching, and also assess the extent of an objective assessment of the student's knowledge level in simulation education.

MultiScience - XXXII. microCAD International Multidisciplinary Scientific Conference University of Miskolc, 5-6 September, 2018. ISBN 978-963-358-162-9

3. RESULTS

Strengths Opportunities

 Integration and deepening of previous knowledge

 Observation of the effects of certain interventions on patients

 Developing the practical skills by employing the whole group simultaneously

 Interactive practice, implementation of teamwork

 Acquire of communication and responsible work

 Success experience and the possibility of mistake

 The student is more prepared and more courageous in the practical trainings

 There is a need for education based on scientific development

 There is also a need for objective measurement in researches of health sciences and medicine

 The valuation rules

 can be clarified

 Simulation as a method of education

 Use of innovative didactic methods

 A transition from a traditional teacher-centred learning-teaching process to a learner-centred process in which the student is an active participant

 Simulated cases in a realistic environment, practicing the problem solving

 Simulation tutor training, and exams

 Developing other scenarios, adapting the existing ones to the domestic relations

 Using up-to-date guidelines

 Workableness of own measuring instrument(s)

 Measuring instruments can be validated for use internationally

 First application of objective measurement (Rasch model) in the BSc. nursing training within simulation subject

Weaknesses Threats

 Not ideal group size

 Two simulators are few for the number of students

 An instructor works

simultaneously with two simulators, and he/she needs to pay attention in two

 The number of colleagues who are able to use objective knowledge level measurement is very low

 Likewise, there are very few

 Clam student can feel uncomfortable himself/herself with appearances

 Some students do not follow the topic

 Needle stick accident

 Dangers of electrical equipment

 Due to the non-ideal ratio of student-teacher, the feasibility of this is doubtful

 The relationship between the level

instruments suitable for objective measurement

 Only those activity worth any point which is completed flawlessly, that fact can give less experience of success to the students

of knowledge, and the practical skills is not deterministic

 Student's failure experience

 Improper application of mathematical methods

4. DISCUSSION AND CONCLUSIONS

This also assumes a change in the teacher's role. While in the traditional education, the teacher is an active knowledge provider, the student is a passive recipient of knowledge, so in the new educational practice, the student is the „main character”. In the new casemaps, the teacher-centred learning-teaching process must be transformed into a student-centred process. Prerequisites of this efficiency: creating a realistic learning environment (Emergency Unit); ideal group size; objective evaluation of students.

Keywords: patient simulator, real-time situation, competence-based education, problem-based learning, simulation-based learning, objective knowledge level measurement