Simulated/Synthetic Learning Methods

Categories: Ahrq

Simulated/Synthetic Learning Methods

Etym. simulated (adj.) 1620s, “feigned,” past participle adjective from simulate (v.). Meaning “imitative for purposes of experiment or training” is from 1966; commercial jargon, “artificial, imitation”
by 1942.

Etym. synthetic (adj.) 1690s, as a term in logic, “deductive,” from French synthétique (17c.) and directly from Modern Latin syntheticus, from Greek synthetikos “skilled in putting together, constructive,” from synthetos “put together, constructed, compounded,” past participle of syntithenai “to put together” (see synthesis). Related: Synthetical (1620s in logic).

Etym. learning (n.) Old English leornung “learning, study,” from leornian.

Etym. method (n.) from Latin methodus “way of teaching or going,” from Greek methodos “scientific inquiry, method of inquiry, investigation,” originally “pursuit, a following after,” from meta- “after” + hodos “a traveling, way.” Meaning “way of doing anything” is from 1580s; that of “orderliness, regularity” is from 1610s.

Definition

The principles, pedagogies, and educational strategies used in health care simulation. They include:

Case-based learning – written and oral presentations used to present and review clinical scenarios but do not involve hands-on learning, e.g., table-top simulation.

Computer simulation – see Computer Simulation.

Procedural or Partial Task Training – see Part-task Trainer or Task Trainer.

Hybrid Simulation- see Hybrid Simulation.

Integrated procedural training (psychomotor focus) – Combines a series of discrete tasks that are conducted simultaneously or in sequence to form a complex clinical task (e.g., endotracheal intubation and cervical spine immobilization in a trauma patient).

Integrated procedural training (whole procedure) – Integrates task training with role play (actors) to enable procedural and communication tasks to be practiced simultaneously.

Mixed simulation- see Mixed Simulation.

Simulation / Scenario-based learning – Learners interact with people, simulators, computers, or task trainers to accomplish learning goals that are representative of the learner’s real-world responsibilities. The environment may resemble the workplace. Depending on the learning objectives, realism can be built into the equipment or the environment.