O24 Using deliberate practice and mastery learning in simulation teaching. (5th November 2017)

• Record Type: Journal Article
• Authors: McCullough, Sarah
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 3(2017)Supplement 2
• Page Start: A22
• Page End: A22
• Publication Date: 2017-11-05
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2017-aspihconf.46
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Aim of Workshop: To introduce the concept of deliberate practice (DP) and mastery learning (ML) and how it can be used in simulation teaching to optimise effective learning. Background: Experts use deliberate practice to improve their performance with more experience. They do this by repeating certain tasks or activities that are necessary for improving performance. Simulation is a way of providing these domain-related activities for deliberate practice. Mastery learning model allows all learners to reach identical levels of proficiency with no variation of consistency. This is essential if we wish our trainees to all experience the same level of training. Two systematic reviews considering the uses of simulation that lead to effective learning identified ML and DP as best educational practice. 1, 2 Therefore it is essential that simulation educators are aware of these techniques and are able to use them in their own simulation teaching programmes. Learning Objectives: * Understand the theory behind DP and ML. * Understand how this technique can be used in simulation. * Application of this technique to simulation teaching. Method of Delivery: 1). PowerPoint Presentation: Interactive Lecture Format (30 min) This will involve an explanation of the theories behind the concept of DP and ML. The key elements required will also be identified A review of the current literature on the benefits of DP and ML in simulation will then be given. A practical example would then be given on how this concept has been incorporated into simulation teaching on a neonatal unit to teach the management of pneumothorax for trainees. 2). Practical Session: Small Group Work (25 min) This will involve the participants identifying an area of learning on their unit, which would benefit from using DP and ML. They will then design their own simulation sessions based around these techniques. Intended Audience: Clinical practitioners who are involved in simulation training. Maximum Number: 10. References: . Issenberg, et al. Medical Teacher 2005;27(1):10–28. . Motola, et al. Medical Teacher 2013;35(10):e1511–e1530.