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Introducing a Blended Networked Learning Approach into Simulation Based Medical Education (SBME): A Collaborative Interdisciplinary Approach to Project Development
PROCEEDINGS

, Lancaster University, United Kingdom

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Lancashire Simulation Centre (LSC) has successfully used a face-to-face teaching/learning approach for undergraduate/postgraduate medical students and professional development for several years. This approach consists of three components: briefing (providing a range of clinical skills and knowledge required to participate in simulated scenarios), simulation (hands on experience), and de-briefing (reflection/feedback session). To use the expensive simulation facility more productively, the team decided to develop on-line briefing sessions. As a result, learners have opportunities to prepare themselves for simulation sessions in a more flexible manner and have more time for hands on practice in the simulation lab. A networked learning approach is used as the theoretical lens for the development of the blended SBME and the ADDIE model for the project development.

Citation

Shahoumian, A. (2012). Introducing a Blended Networked Learning Approach into Simulation Based Medical Education (SBME): A Collaborative Interdisciplinary Approach to Project Development. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1574-1575). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 27, 2022 from .

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