Question

Questions 3 and 5

CASE STUDY You have been hired to teach in a graduate health program. Your newly developed course has an objective that states: Upon completion of this course, the learner will be able to dem- onstrate interprofessional team-building concepts. As a new educator, you would like to include simulation as a teaching methodology to achieve this and other course objectives. After you are hired, you find a rarely used, high-fidelity human patient simulator in the corner of your skills lab. You inquire about using it for your course but are met with resistance from other faculty members, who tell you that "There is no reason to use simulation. We tried that approach and it takes much too much time to learn the technology and develop the teaching materials. We've always taught our con- tent using written case scenarios, and the students are doing just fine." Discussion Questions 1. Use Kotter's eight steps leading to successful change to develop a plan for using simulation to teach team concepts. 2. Which published documents can assist you in clarifying the interprofessional competencies and objectives for a team-building, simulation-based learning experience? 3. What information should you incorporate when develop ing the scenario? 4. Develop an evaluation plan for determining the effective- ness of the learning experience. 5. Unfortunately, students who experienced the scenario at 8 AM are sharing information with students scheduled later in the day. Which INACSL standard addresses this issue, and how can you deter this behavior?

Answer 1

3. SKIT/DRAMA: Form a group of students and assign them a profession . Ask them to perform a interprofessional communication using all communication techniques.