Scenario design for simulation-based education
Simulation-based education often provides learners with an opportunity to develop clinical knowledge and skills in context. This is achieved through creating scenarios in which learners can immerse themselves as a means to integrate components of clinical practice learnt in isolation, to develop practices for teamwork and interprofessional collaborative practice, and to connect sequences of patient care. Scenario-based learning can also promote learner engagement with careful design considerations. This may include representation of the voices of multiple stakeholders, including patients and/or their carers. In this unit, students will review a range of scenario templates highlighting benefits and limitations and will design scenarios for creating immersive learning experiences. Students will also have the opportunity to apply theory from the foundation unit in health professions education.
- Discuss considerations of educational design in scenario-based learning
- Describe the concept of immersion to achieve learning
- Discuss the benefits and limitations of templates in scenario design
- Describe sources of inspiration for scenarios
- Discuss strategies for achieving multiple perspectives in scenarios
- Demonstrate effective scenario design
NOTE: Only students with an offer of admission to the Graduate Certificate of Clinical Simulation (course code M4008) are permitted to register for the assessed version of this short course. Students will receive 6cp of credit towards an elective unit in the GradCertClinSim upon passing the assessed version of the short course (see the course progression map at http://www.monash.edu/pubs/handbooks/maps/map-m4008.pdf)
Graduate Certificate applications are submitted online at https://www.monash.edu/study/how-to-apply. Timely applications for 2018 entry should be submitted by 1 March.