477 Index A page number followed by b indicates a box f, figure and t, table. A AAP. See American Academy of Pediatrics (AAP) “ABCD” method, 20 Accreditation Council for Graduate Medical Education (ACGME), 163 Accreditations, 413–414 ACGME. See Accreditation Council for Graduate Medical Education (ACGME) Action learning, 222 Active listening, 263 “ADDIE” (analysis, design, development, implementation, evalua- tion) model, 168, 168f Adult learning theory, 6 virtual simulation and, 197, 197f Advanced beginner stage, 4 Affective development, 3 AirSim Baby, 47t, 61f, 62t AirSim Pierre Robin, 47t, 62t Airway management training background on, 59–60 central points, 71–72 checking equipment prior to, 68 cognitive and psychomotor skill acquisition in, 63 commercially available airway task trainers for, 60–62, 61–62t, 61f content of simulation session in, 65 debriefing after, 71 defining appropriate environment for, 64–65 design of, 64–65 difficult airway lesson plans, 70–71 enhancing realism, 68 equipment for, 66–67, 67t history of, 440 identifying learners’ needs in, 64 introduction to, 59 lesson plan example, 68, 69b, 70t preparing for, 65–68, 66t summary, 71 task trainers, 46–47t, 52, 60–62, 61–62t, 61f, 440 American Academy of Pediatrics (AAP), 33, 34, 41 American College of Surgeons, 413 American Heart Association, 34, 210 American Society of Anesthesiologists, 413 American Society of Extracorporeal Technology, 413 Animal models in simulation, 440 AR. See Augmented reality (AR) Arc of Resuscitation, 318–319, 472–474 “Ask-tell-ask” principle of communication, 263 Association of Standardized Patient Educators (ASPE), 275 Associative phase of learning, 5 Augmented reality (AR), 193. See also Virtual simulation simulation, 202, 202–203f Autonomous phase of learning, 5 B Baby Stap, 54f Baby Umbi, 54f, 79f Behavioral skill acquisition, validation of simulation-based training for, 430, 430b Blood exchange transfusion simulation background on, 121–122 central points, 125–126 introduction to, 121 models for, 124–125, 125f setting up, 122–124, 123b, 124b, 124f summary and future directions, 125 Bloody secretions with blood clots in moulage, 292–293, 292–293f Bloom’s taxonomy, 3, 20 Boot camps assigning learner preparatory work at, 173–174 background on, 161–162, 162–163t central points, 178 design principles for, 168 development of, 168–169f, 168–173 educational frameworks that support, 167–168 educational strategies for, 170, 170t funding of, 172 goals and objectives of, 169–170, 170t instructor benefits of, 166–167 introduction to, 161 learner assessment at, 176–177 learner benefits of, 164–166 needs assessment for, 168–169, 168–169f participants at, 173 personnel at, 172 planning and organization of essential needs and flow at, 174–175, 174–175t, 176f program evaluation after, 177 rationale for, 163–164 resources on, 171 rules of participation at, 176 sample schedule for, 162–163t simulation medical equipment and supplies for, 171 simulation-trained faculty at, 172–173 summary, 177–178 training environment of, 171 Budget and finance, 411 NeoSim.indb 477 2/21/21 12:13 PM
Previous Page Next Page