Medicine and Health Sciences Commons^™

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

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, …

Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford

Australian Journal of Teacher Education

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus …