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Clinical Placement Before Or After Simulated Learning Environments? A Naturalistic Study Of Clinical Skills Acquisition Amongst Early-Stage Paramedicine Students, Brennen W. Mills Mr, Owen Carter A/Prof, Cobie Rudd Prof, Nathan Ross Mr, Louise Claxton Mrs
Clinical Placement Before Or After Simulated Learning Environments? A Naturalistic Study Of Clinical Skills Acquisition Amongst Early-Stage Paramedicine Students, Brennen W. Mills Mr, Owen Carter A/Prof, Cobie Rudd Prof, Nathan Ross Mr, Louise Claxton Mrs
eCULTURE
Background
There is conflicting evidence surrounding the merit of clinical placements (CP) for early-stage health-profession students. Some contend early-stage CPs facilitate contextualisation of subsequently learned theory. Others argue attending CP before attaining skills competency is problematic and should only occur after training in simulated-learning environments (SLE). The evidentiary basis surrounding the extent to which either is true remains limited.
Methods
First-year paramedicine students (n=85) undertook three days of CP and SLEs as part of course requirements. Students undertook CP either before or after participation in SLEs creating two groups (Clin→Sim/Sim→Clin). Clinical skills acquisition was measured via objectively-structured clinical examinations (OSCE) …
Using Eye Tracking, Time-To-Action, Heart-Rate And Perceived Task Difficulty To Assess Level Of Distraction And Performance Of Entry-Level Paramedicine Students In Low- Versus High-Fidelity Simulation, Owen Carter, Brennen W. Mills, Cobie Rudd, Natalie Strobel, Louise Claxton, Nathan Ross
Using Eye Tracking, Time-To-Action, Heart-Rate And Perceived Task Difficulty To Assess Level Of Distraction And Performance Of Entry-Level Paramedicine Students In Low- Versus High-Fidelity Simulation, Owen Carter, Brennen W. Mills, Cobie Rudd, Natalie Strobel, Louise Claxton, Nathan Ross
eCULTURE
Introduction
There is limited research investigating the usefulness of high-fidelity simulations (HFS) for early-stage students. Some argue the additional expense of HFS over low-fidelity simulation (LFS) is unnecessary as early-stage students are too easily distracted by non-relevant stimuli inhibiting student’s ability to focus on the core task. However, the extent to which this is true is yet to be empirically tested.
Methods
First-year paramedicine students were randomly assigned to complete either a LFS or HFS involving a collapsed patient with an obstructed airway. Level of distraction was measured via eye-tracking, arousal via heart-rate (HR), task difficulty via the NASA TLX, …