2/10

health science examples

• eWARD• Peter Williams - mental health• Dorothy Gray - stroke rehab• John Macadam - RTA/critical care• Jessica Tate - pregnancy care• Nikki-Ann Irvine - child protection

• Catrin• palliative care

• inPractice• meningitis

• Virtual patient• paramedic

3/10

why use scenarios?

• shortage of placements• problem-solving skills• safe rehearsal of clinical skills• student engagement• enhanced learning

‘‘To make best use of practice placements, interpersonal and practice skills should be fostered by the use of experiential and problem-based learning, increased use of skills laboratories and access to information technology, particularly in clinical practice.’’

Recommendation 19UKCC (1999)

4/10

development

1. plan scenario

2. film video/record audio

3. edit video/audio

4. create/edit text

5. assemble package

6. pilot

7. deploy

8. evaluate

5/10

design criteria

• multiprofessional advisory team• clinical specialists

• clinical educators

• e-learning developers

• clinical decision-making• branches at key decision points

• feedback

• self-test questions

• interactivity• multimedia

• video clips enhance involvement

• embed into curriculum• course designView these clips and decide

which is the better clip and why...

6/10

clinical decision making

• John Macadam• Road Traffic Accident

7/10

interactivity

• Jessica Tate scenario• Simulating abdominal palpation

8/10

research/evaluation

• Student attitudes• Knowledge tests• Tests of decision-making skills

Demographics• Population size = 62• >94% Swansea University students• >94% Third year students• >94% Female• 32% aged 20-22• 55% aged 26+• 11:60:26% low:medium:high IT confidence

9/10

research/evaluation

• 144 students• positive attitudes• pre- and post-tests

10/10

scenarios in blackboard

• Paramedic site• Multimedia• Interactice• More restrictive development

environment

11/10

conclusions

• Collaborative design enhances authenticity of scenarios

• Collaborative design increases interaction between academics and practitioners

• Learners’ attitude to scenarios positive

• Learners can acquire skills when real-life experience is not available

• Learners can use (and re-use) scenarios as required

m.i.tait@swan.ac.uk