Medicine and Health Sciences Commons^™

Physician As Teacher: Promoting Health And Wellness Among Elementary School Students, Jill E. Stefaniak, Victoria C. Lucia

STEMPS Faculty Publications

BACKGROUND: Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students' reflections on what they learned through participating in a teaching exercise with local elementary school children.

METHODS: As a required component of a …

Nursing Pain Assessment & Management: A 3d Interactive Simulation, Enilda Romero-Hall, Ginger S. Watson, Yiannis Papelis, Hector Garcia

STEMPS Faculty Publications

In this design case, a team developed a 3D interactive simulation for nursing students and professional nurses to train and practice pain assessment and management procedures. In the simulation environment, the trainees interact with three emotionally expressive animated patients. The three patients vary in their ethnicity, age, and emotion intensity. Successful completion of the scenario requires that the trainee perform of a series of pain assessment and management tasks. The trainee is evaluated on the efficiency and appropriate sequencing of the tasks.

The purpose of this paper is to describe the decisions made regarding the type of virtual patients used, …

Does The Sequence Of Instruction Matter During Simulation?, Jill E. Stefaniak, Carman L. Turkelson

STEMPS Faculty Publications

Introduction: Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners.

Methods: Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop.

Results: Learners who participated in the simulated exercises …