High fidelity simulation: Using to technology to enhance simulation in Paramedic Practice
“The paramedic team have recently been experimenting with simulation and social media to simulate techniques that replicate ‘real-world’ activities and provides students with the opportunity to explore their own learning in a controlled environment. It can be difficult to ensure both the fidelity and the relevance of a simulation in a simulation or clinical skills.
The utilisation of technology can increase the immersion of a student in simulation. Recreation of an environment can allow the student to practice skills in a safe space with the feel of working in practice, creating an unpredictable event in a predictable environment. The use of patient monitors and mannequins that produce a life-like props that can be controlled by the academic, but interacted with by the student, can further add to this.
If you interested in using this technology or looking to explore innovation in your area please get in touch or come and see us … we are presenting our current work at the SOLSTICE Conference which is being held at Edge Hill University on 4th and 5th June 2019.
Barry Matthews and Rory Mc Kelvin are Lecturer’s in Paramedic Practice and Pre-hospital Care is based at St.James, Edge Hill University’s Manchester Campus.
The support provided for staff in the development of Technology Enhanced Learning including a dedicated Digital Productivity Lab
Having a dedicated Digital Productivity Lab (DPL) where support for Faculty staff is provided by both LTD and the Faculty SOLSTICE fellows allows the development of creative learning materials that can be used in the virtual learning environment. Supporting the development of staff is key to this innovation as the pedagogy that is associated with face-to-face learning can be adapted to the virtual world promoting mixed methods of learning and teaching. This can have a positive impact on resources if supported and designed well and can be easily transferred to other settings with the support of Faculty Learning and Teaching Associate Deans, LTD and SOLSTICE fellows.
What is the impact?
The DPL has had a positive impact for students across programmes, in particular the use of lecture capture for key concepts in learning and meeting the needs of students with a recognised SpLD. The development of virtual learning encourages not only the development of the students’ digital literacy as a key transferrable skill for employability, but also the development of independent lifelong learning through the use of learning theories.
The selection of students as ‘Digital Leaders’ (DL) to support staff and other students in using digital learning technologies
Students apply for a DL role and go through a selection procedure which includes a presentation. They work with the Department’s TEL Lead with the intention of supporting tutors’ use of TEL and being advocates for the use of TEL in schools with students on ITE programmes and the Department’s HEFCE programmes which all have a focus on children, education and communities.
The Departmental TEL Lead has been appointed as a Solstice Fellow and so we would anticipate that this practice would be presented to a wider audience. The Department’s first DLs were appointed in semester 2 of 2016/17. They have supported the TEL Lead in working with the sub-teams within the Department, have established an online presence with the ITE students through social media and have attended and worked on a national TEL conference (BETT)
What is the impact?
We expect that the DLs will have an increasing impact on the use of TEL in the Department’s teaching and on students’ confidence in using TEL to support children, their families and their communities.
The Department proposes to collaborate with the Department of Computer Science to explore the potential use of the CAVE resource for developing virtual field trips to 3D landscapes, simulating natural and environmental hazard scenarios etc., to support and enhance students’ experience of fieldwork and hazard management.
What is the likely impact?
Such virtual fieldtrips would allow students to begin to explore a field setting in preparation for residential fieldwork, and to develop research questions for project work in advance of the fieldwork. This would provide an experience of field locations which may be inaccessible for some disabled students. For hazard management, it may allow for different hazard scenarios to be simulated and for students to interact directly with the situation as part of their learning of risk and hazard/ disaster management. Such an approach would enhance interactive learning between students.
The Team’s collaboration with the Computer Science Department to utilise the C.A.V.E resource, particularly in relation to alternative assessment arrangements for disabled students
Panopto software provides lecture capture, screencasting, video streaming, and video content management solutions. The Panopto lecture/media capture system is now available for use by staff as an additional learning tool for students at Edge Hill University. Listen to what Kevin has to say in this short video about his own and that of his students experience of using Panopto software:
Panopto is incredibly easy to install and to navigate. The primary aim of Panopto is to provide a means of electronically ‘capturing’ lectures. As a part of my professional development I set myself an objective to develop a system of recording student activities such as presentations and other ‘soft skills’ (Skills Funding Agency, 2015. Carter and Wolmuth, 2010) which are seen as essential skills for students in Higher Education. Pinsky.et.al (2000) refer to a study by which students are given access to a recording of their presentation together with written feedback. Pinsky refers to ‘A picture is worth a Thousand Words’ and examined some of the practical uses of a combined approach to presentation feedback in Teaching. The addition of feedback to a recording is crucial and affords the student an opportunity to ‘see’ themselves perform while reading the feedback. Panopto allows this facility and a single hyperlink can then be sent out to individual students or, groups of students, which can then be viewed on a mobile device anytime, anywhere. By using a mini i-Pad, a number of recordings of various student activities have been carried out. These include:
Video recordings are annotated by the 1st marker. For quality assurance purposes hyperlinks can sent to External Moderators who can view both the written feedback and the presentation via Panopto. Documents (such as copies of the presentation) can be attached to Panopto as a PDF.
Participants are encouraged to examine their ‘performance’ and write a brief reflection about how they thought they met the Learning Outcomes which can be attached to Panopto as a PDF. For Group performances (such as simulated clinical exercises) a discussion forum can be easily set up on Panopto which will allow for asynchronous discussion between group members”. For more information about Panopto at Edge Hill University, please contact our team of experts on email@example.com
Kevin is a SOLSTICE Fellow and if you are interested in finding out more he is running a seminar on this topic. For further details and to book please contact the CLT or visit the Professional Staff Development Events page on our website.