Abstract
Article: Using Scenario-Based Simulation to Address Affective Behaviors in Sonography Students
Authors: Lori Kloc, MSN, RN, CHSE, Cynthia Ballor, BAS, RDMS, Kim Boldt, BS, RDMS, RVT, RDCS, and Reva Curry, PhD, RDMS, RT(R)
Category: Other [OT]
Credit: 1.0 SDMS CME Credit
Objectives: After studying the article entitled “Using Scenario-Based Simulation to Address Affective Behaviors in Sonography Students,” you will be able to:
Adapt simulation role-playing for students
Evaluate student affective domain learning outcomes
Create interprofessional simulations to influence effective communication and problem-solving skills
Experiential learning theory is: Lecture centered Providing a safe learning environment Learner centered Facilitator centered Simulation centered
The purpose of this study was to understand whether a scenario-based simulation affects the level of confidence of DMS students in their ability to: Explain, prepare, and perform Listen, communicate, and sympathize Adapt, manage stress, and solve problems Take notes, engage, and organize
Which of the following interview questions developed the simulation-based learning experience? As a DMS student, what sonographic examinations are technically difficult? What makes you uncomfortable in the clinical setting? Do you have difficulty communicating with other health care professionals? Sonographic examinations are difficult for you to perform under what time constraints?
What methods were used to support the results of the study? Observers’ observations on the simulations Student feedback on the simulations Instructors’ observations and feedback on the simulations Pre- and postsurveys and student feedback
Results from the 2018 surveys also revealed that students were dealing with physical behaviors from patients. How did the DMS faculty decide to address this concern? Expand workplace safety awareness and Title IX officer-student meetings to develop strategies to enhance sexual safety Arrange in-classroom discussions to enhance conversations Design a role-playing workshop to explore complex issues Refer to student services to discuss any issues of the individual student
According to Kolb et al., experiential learning is: Gaining proficiency in technical practice The process of creating knowledge through the transformation of experience Having expert assistance available to support learning Learning as a process in a safe environment
Kolb outlined that the process of meaningful learning includes how many phases in the cycle? Two Three Four Five Six
Active experimentation and abstract conceptualization are part of: Kneebone’s key areas of deliberate practice Giles’s pilot study regarding interprofessional simulation Grant’s interdisciplinary education research Kolb’s meaningful learning four-phase cycle
In Figure 3, which examination did students have the highest confidence ratings in the extremely confident range for prepping the patient postsimulation? Testicular/scrotum First-trimester OB/EV Second-trimester OB/EV First- and second-trimester OB/EV
In Figure 3, which examination shows a decrease in the extremely confident range after the simulation? Testicular/scrotum First-trimester OB/EV Second-trimester OB/EV First- and second-trimester OB/EV
Footnotes