Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom

The COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framewo...

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Bibliographic Details
Published in:Education sciences 2024-03, Vol.14 (3), p.329
Main Authors: McKernon, Sarah L, Adderton, Elliot A, Dawson, Luke J
Format: Article
Language:English
Subjects:
Artificial intelligence
Authenticity
COVID-19
Curricula
digital assessment
Educational Environment
Educational Practices
Epidemics
Feedback
Instructional design
learning evaluation
Medical education
Patients
Professions
Simulation
Skill development
Skills
student engagement
Sutures
technology-enhanced learning
United Kingdom
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Summary:The COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framework for the design and implementation of a progressive simulation approach from the perspective of a teacher. This conceptual framework integrates and draws from key theories of simulation design, curriculum integration, learner motivation, and considerations of the facets of good assessment, including modern approach validity. We used the conceptual framework to inform and develop a progressive simulation design to support the development of essential intra-oral suturing skills outside of the classroom, at home, while still being able to provide external feedback as if learners were in the classroom or clinic. Moreover, the approach described significantly extended the available opportunities for deliberate practice, assisting with the automation of essential skills and aiming to better support learner development during face-to-face patient opportunities. Although further work is needed, we believe that our conceptual framework could be applied to any situation where progressive simulation is seen as beneficial, especially if there are elements of key skills that could initially be developed using a simple take-home simulator.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14030329