Cognitive task analysis-based design and authoring software for simulation training.
The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowled...
| Publicado en: | Military Medicine pp. 7 - 15 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Oxford University Press / USA
Oct2013 Supplement
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107915599&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107915599 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00264075 4DV jtl: Military Medicine issn: 00264075 maglogo: N pubinfo: dt: Oct2013 Supplement pid: 622 pub: Oxford University Press / USA artinfo: ui: 107915599 NLM24084300 2012342815 10.7205/MILMED-D-13-00265 NLM24084300 107915599 ppf: 7 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Cognitive task analysis-based design and authoring software for simulation training. aug: au: Munro, Allen Clark, Richard E affil: Center for Cognitive Technology, Rossier School of Education, University of Southern California, 250 N. Harbor Drive, Suite 309, Redondo Beach, CA 90277. sug: subj: Computer Simulation Education, Medical Software Design Task Performance and Analysis Clinical Competence Computer-Assisted Instruction Learning ab: The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowledge) to be simulated; (2) instructional expertise focused on the design of simulation-based training and assessment methods that produce maximum learning and transfer to patient care; and (3) software development expertise that permits the efficient design and development of the software required to capture expertise, present it in an engaging way, and assess student interactions with the simulator. In this discussion, we describe a method of capturing more complete and accurate medical information for simulators and combine it with new instructional design strategies that emphasize the learning of complex knowledge. Finally, we describe three different types of software support (Development/Authoring, Run Time, and Post Run Time) required at different stages in the development of medical simulations and the instructional design elements of the software required at each stage. We describe the contributions expected of each kind of software and the different instructional control authoring support required. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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