Authentic Scenarios Research Articles

Journalism 2.0

This paper explores the impact of social media upon journalism education from two perspectives: both from the pedagogical changes Web 2.0 and mobile devices enable, and within the context of the changes in journalism that social media use are driving. A participatory action research approach was adopted, beginning with the establishment of a lecturer community of practice focusing upon exploring pedagogical change enabled by mobile social media while allowing the project to develop within a series of reflective interventions within the course. These interventions included the use of Twitter, blogging, QR Codes, and Facebook as part of authentic scenarios throughout the course. Drawing on this experience, the paper presents an emergent framework for a response to social media within journalism education, illustrating the positive impact of integrating the use of mobile social media on student engagement, collaboration and contextualising theory within authentic learning environments.

An Assessment Program Using Standardized Clients to Determine Student Readiness for Clinical Practice

Objective. To develop, implement, and review a competence-assessment program to identify students at risk of underperforming at advanced pharmacy practice experience (APPE) sites and to facilitate remediation before they assume responsibility for patient care.Design. As part of the standardized client program, pharmacy students were examined in realistic live client-encounter simulations. Authentic scenarios were developed, and actors were recruited and trained to portray clients so students could be examined solving multiple pharmacy problems. Evaluations of students were conducted in the broad areas of knowledge and live performance.Assessment. Measurements included student-experience survey instruments used to evaluate case realism and challenge; videos used to determine the fidelity of standardized clients, and clerkship performance predictions used to identify students who required individual attention and improvement prior to clerkship courses.Conclusions. The assessment program showed promise as a means of discriminating between students who are prepared for APPEs and those at risk for underperforming.

Learning analytics and second-language context: a digital instrument for measurement of real-time data regarding second language learners achievement

The purpose of this study is to develop a reliable electronic instrument to collect, measure and report data about verbal behaviours, regarding the phonological awareness and specific language skills, of second language learners. After theoretical revision of concepts and a perspective about phonetic decoding process, we presented results regarding the segmentation a and minimum pairs b tests. Against the general principles of critical period hypothesis, in empirical study the older learners present higher than younger ones, revealing more structure and less interference at the phonological level. Specific phonological constraints might explain the phonetic decoding and perception at this specific context second language and migratory experience. The tests battery is presented as an important educational and research tool applied in a digital environment considering the electronic setting and advantages as authentic measurement and analytic scenario for the scientific understanding about the decoding processes and cognitive constraints of language learners.

ICT-supported, scenario-based learning in preclinical veterinary science education: Quantifying learning outcomes and facilitating the novice-expert transition

<span>Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities.</span>

Masters Nursing Students' Perceptions of an Innovative Simulation Education Experience

BackgroundSimulation was introduced into a master of nursing course, embedded within patient safety and clinical practice contexts. Student groups developed, enacted, and debriefed simulation scenarios from lived experiences. The study aimed to explore masters students' perceptions of the innovative simulation education strategy. MethodA 2-year qualitative, exploratory study retrospectively analyzed students' written reflections about the innovative educational strategy and application of simulation for clinical practice. ResultsThe study enrolled 21 participants. Five themes emerged from the analysis: a new awareness of the extent and range of simulation activities; building teams and meaningful work; supported, realistic, and extended learning; sharing and reconstructing “clinical stories”; and using simulation in practice. ConclusionMasters nurses highly valued the innovative simulation education strategy to develop authentic scenarios and identified a wide range of clinical applications and ways to initiate simulation in the workplace.

Designing Relevant and Authentic Scenarios for Learning Clinical Communication in Dentistry Using the Calgary-Cambridge Approach

A clinical communication curriculum based on the principles of the Calgary-Cambridge approach was developed during the revision of the 5-year Bachelor of Dental Surgery program (BDS) at The University of Adelaide, Australia. To provide experiential learning opportunities, a simulated patient (SP) program using clinical scenarios was developed. We aimed to design the scenarios to reflect communication demands that student clinicians commonly encounter, that integrated process and content, and which students would perceive as authentic and relevant. Scenarios were based on data from focus groups with recent graduates and interviews with clinic tutors. The scenarios combined content (e.g. medical history) and process (e.g. questioning and relationship skills) at a level suitable for junior students. Students evaluated scenario-based materials and SP activities in a survey comprising Likert-scale and open-ended questions. Students rated the materials and SP activities positively; open-ended comments supported the ratings. Scenario-based materials and activities based on student-clinicians’ experiences, were perceived as relevant, realistic, and useful for learning. A curriculum designed on Calgary-Cambridge principles helped address student learning needs at particular stages of their program.

The use and perceptions of simulation in medical radiation science education

AbstractPurpose: To investigate whether simulated learning programs can be expanded to include aspects of clinical education in medical radiation science (MRS) curricula. Methods: Information about the use and perceptions of simulation in MRS education was collected from academic, clinical and accrediting stakeholders using semi‐structured telephone interviews, an online survey, invited comment and face to face consultative meetings. Participants represented the MRS sub‐disciplines: Diagnostic Radiography, Radiation Therapy, Nuclear Medicine and Medical Sonography. The following themes were explored with regard to simulation programs: existing, potential expansion of, effectiveness of and implementation. Results: Currently, simulation is widely implemented across Australia to deliver MRS curricula. Areas for potential expansion include: authentic replication of the clinical environment with facilities for video recording, flexible multipurpose space, video demonstrations, online computer assisted tutorials, interactive programs, authentic scenarios using role play or live actors, virtual reality environments and comprehensive digital imaging libraries. The literature revealed no firm evidence that simulation training was more effective than clinical training. Participants in our project viewed simulation as complementary to clinical placement, but not as a replacement for the complexity of situations that clinical placement presents.Stakeholders cautioned for careful curriculum planning and evaluation when implementing simulation in MRS education. Conclusion: This consultative process provided a comprehensive summary of the current use of simulation in MRS and the potential for expansion with examples from the sub‐disciplines. There is a need for further research to investigate the effectiveness of simulation in clinical skills development.

E-Learning Effectiveness in a Quantitative Course

A quasi experiment compared the effectiveness of discussion question types on exam scores in an online quantitative methods course at an accredited university. Correlation, ANOVA and MANCOVA were utilized to test the hypothesis that questions exploiting industry examples would increase discussion interaction volume and exam scores more than using theoretical problems. Demographic factors (age, gender), semester timing, and prior ability were tested for moderation/mediation impact. Instructional method, professor, course content, assessment rubrics, and learning context were controlled. The treatment consisted of enhancing all discussion and examination questions from the materials and assessments to approximate authentic industry scenarios. A statistically significant model was validated, using exam question types as a factor, and a count of online discussion interactions (as a covariate), to measure problem-based learning effect on exam score.

Negotiating the Content and Process of Collaborative Practice in the Development of Open Access E-Learning Resources: A Case Study from the Social Work Curriculum in England

This article explores the challenges of developing open access online multimedia learning resources in the area of Interprofessional and Interagency Collaboration in the social work curriculum in England. The article outlines the process of developing these web-based interactive e-learning materials. It considers the different domains and discourses and the identities that the project brought together. These included those involving the commissioners, developers, subject material authors, and peer reviewers; and those of theory, research evidence, and professional practice. The article reflects on the complex process of developing research-informed materials to enhance student preparedness for professional practice, through engaging with authentic scenarios.

Cognitive presence in asynchronous online learning: a comparison of four discussion strategies

AbstractSome scholars argue that students do not achieve higher level learning, or cognitive presence, in online courses. Online discussion has been proposed to bridge this gap between online and face‐to‐face learning environments. However, the literature indicates that the conventional approach to online discussion – asking probing questions – does not necessarily advance the discussion through the phases of cognitive presence: triggering events, exploration, integration and resolution, which are crucial for deep knowledge construction. Using mixed methods, we examined the contribution of four scenario‐based online discussion strategies – structured, scaffolded, debate and role play – to the learners' cognitive presence, the outcome of the discussion. Learners' discussion postings within each strategy were segmented and categorized according to the four phases. The discussion strategies, each using the same authentic scenario, were then compared in terms of the number of segments representing these phases. We found that the structured strategy, while highly associated with triggering events, produced no discussion pertaining to the resolution phase. The scaffolded strategy, on the other hand, showed a strong association with the resolution phase. The debate and role‐play strategies were highly associated with exploration and integration phases. We concluded that discussion strategies requiring learners to take a perspective in an authentic scenario facilitate cognitive presence, and thus critical thinking and higher levels of learning. We suggest a heuristic for sequencing a series of discussion forums and recommend areas for further related research.

Increasing authenticity through multidisciplinary collaboration in real-life scenarios in digital media design education

Undergraduate digital media design education is linked to a professional or vocational model, given that students are typically focused on the industry and its employment opportunities. Introducing authentic real-life scenarios in digital media design education is an effective strategy to replicate industry and the profession in order to prepare students for a successful transition from the classroom to their future multidisciplinary collaborative work environment. Linking industry and education in the scenario allows students to explore workplace issues and interact with practitioners, enabling them to understand the realities and complexities associated with multidisciplinary teamwork within the sector in which they will work. This article overviews the design of a real-life scenario to foster collaborative learning for digital media design and information technology students. Key findings include the fact that the majority of students indicated a future preference to work on real-world projects, they found the integrated feedback from an industry professional helpful, and more complex projects of a higher standard were completed. Students also experienced ‘authentic’ challenges during the collaborative process (e.g. communication challenges) and which reflect those of industry. The study also revealed that the introduction of multidisciplinary teams leads to a more enriched learning environment for all participating students.

External music examiners: micro–macro tasks in quality assurance practices

External music examiners play a significant role in assessing, verifying and maintaining musical standards. Educational output endorsed by external examiners serves to verify, modify and legitimise internal behaviour. This article examines some of the ‘inside practices’ of external music examiners in the context of quality assurance. It compares the different tasks of music examiners in specific authentic scenarios and evaluates the significance of such micro–macro tasks with regard to their impact on and contribution to best practices. It distinguished the various levels of participation occupied by external music examiners and classified them as public examiners, specialist examiners and institutional moderators. It advocates for specialised training being accorded to external examiners in recognition of their transformative roles undertaken in the advancement of music teaching and learning within the framework of good practice.

Why older adults make more immediate treatment decisions about cancer than younger adults.

Literature relevant to medical decision making was reviewed, and a model was outlined for testing. Two studies examined whether older adults make more immediate decisions than younger adults about treatments for prostate or breast cancer in authentic scenarios. Findings clearly showed that older adults were more likely to make immediate decisions than younger adults. The research is important because it not only demonstrates the consistency of this age-related effect across disease domains, gender, ethnic groups, and prevalent education levels but begins to investigate a model to explain the effect. Major reasons for the effect focus on treatment knowledge, interest and engagement, and cognitive resources. Treatment knowledge, general cancer knowledge, interest, and cognitive resources relate to different ways of processing treatment information and preferences for immediate versus delayed decision making. Adults with high knowledge of treatments on a reliable test tended to make immediate treatment decisions, which supports the knowledge explanation. Adults with more cognitive resources and more interest tended to delay their treatment decisions. Little support was found for a cohort explanation for the relationship between age and preference for immediate medical decision making.

Eliciting design patterns for e-learning systems

Design pattern creation, especially in the e-learning domain, is a highly complex process that has not been sufficiently studied and formalized. In this paper, we propose a systematic pattern development cycle, whose most important aspects focus on reverse engineering of existing systems in order to elicit features that are cross-validated through the use of appropriate, authentic scenarios. However, an iterative pattern process is proposed that takes advantage of multiple data sources, thus emphasizing a holistic view of the teaching – learning processes. The proposed schema of pattern mining has been extensively validated for Asynchronous Network Supported Collaborative Learning (ANSCL) systems, as well as for other types of tools in a variety of scenarios, with promising results.

Using a virtual learning environment to address one problem with problem based learning

A successful problem based learning approach to the education of health care professionals is dependent upon facilitators having access to a bank of authentic scenario. The assertion made here is that methods employed to build scenario, containing problems that act as triggers for learning, are difficult to author and compel the facilitator to define the problems at the outset negating any need for the learner to engage in problem identification, a crucial skill for learners to acquire. The article explores several methods of building scenario that have the potential to offer a solution to the problem of problem pre-definition with the conclusion that they all have limitations and bring with them a new set of challenges for the facilitator. The article goes on to introduce Penfield Virtual Hospital (Penfield), a computer-based tool developed to address some of the challenges posed by scenario building particularly relating to problem pre-definition.

DEVELOPMENTS: Enhancing the Effectiveness of One-Minute Preceptor Faculty Development Workshops

Background: The One Minute Preceptor (OMP) faculty development workshop is aimed at improving outpatient preceptors' abilities to teach in ambulatory settings. Practice applying the 5 microskills is central to learning the OMP, yet participants frequently avoid the role-playing portion of the standard workshop. Task complexity may result in significant cognitive burden while learning these new teaching skills.Description: The development of highly scripted case scenarios and standardized learners (SLs) to role-play authentic teaching situations are aimed at reducing task complexity. We describe case development, SL training, and application of these enhancements in 5 OMP workshops.Evaluation: Qualitative assessments and workshop participant evaluations showed improved role-playing participation and satisfaction with the authenticity of the training sessions.Conclusion: The introduction of highly scripted cases and SLs appear to effectively help participants overcome dissatisfaction with role-playing and provide increasingly challenging yet authentic clinical teaching scenarios for skills practice. We recommend further research using objective measures.

An Immersive High-Fidelity Simulator Based Teaching For Anesthesiology Nursing Students Results In A Steady Improvement Of Performance In Trainees

Introduction: Operating room is a dynamic and fast paced environment that requires from medical personnel excellent theoretical knowledge, effective critical thinking and ability to work in stressful conditions. Immersion is a critical component in learning how to effectively function in OR. At Louisiana State University (LSU), we have developed an immersive high-fidelity simulator based context specific course for training anesthesia nursing students. Methods: Teaching sessions occur in a fully equipped virtual OR. The following interactive scenarios comprise the course: simple intravenous induction into anesthesia, thermal injury with smoke inhalation, multiple trauma with tension pneumothorax and internal bleeding, intraoperative wheezing due to bronchial asthma exacerbation, intraoperative anaphylactic reaction, malignant hypothermia and intraoperative septic shock. Outcomes in these highly dynamic authentic scenarios depended on the students’ ability to identify the problems and correctly prioritize the interventions. Literature review and our prior experience show that occasional exposure to the problem does not produce long lasting improvement in performance. To produce steady results, let the students to experience each case multiple times in alternating order slightly modifying the patients’ descriptions. For each case we have developed case specific assessment check lists that were used to measure and monitor students’ performances. The students worked on each case in random order as many times as was needed until they demonstrated a steady improvement in the patient’s assessment, differential diagnosis and treatment. We followed each session with a guided debriefing during which the students reflected on their performances. Results: As the course progressed, we observed several phenomena: developing of suspension of disbelief during the sessions, unbiased assessment of personal skills and knowledge, more effective management of the OR stress, demonstrating better competence in disintegrating complex problems into the smaller components, more effective prioritizing of objectives in a dynamic environment, shifting from external to internal gratification and demonstrating steady behavioral patterns resulting in the successful outcomes of simulated cases. Conclusion: Multiple exposures to the authentic dynamic and highly interactive simulation cases in the immersive environment result in an improvement in clinicalreasoning and behaviors. Our future plans include expanding of the variety of cases. Conflict of Interest: Authors indicated they have nothing to disclose.

Potential Benefits of Olfactory Stimulation in Virtual Environments (Ves)

The human olfactory system provides an abundance of information about our environment. The olfactory system utilizes the sensation of aromas for detection, recognition, discrimination, and scaling (Barfield & Danas, 1996). Furthermore, neuroanatomically, in comparison to the visual and auditory systems, the olfactory system has many more direct connections to the limbic system of the brain where emotions and affects are regulated (Kandel & Schwartz, 1985). Knasko and Gilbert (1990) found that even the suggestion of aromas affect reported levels of pleasure and mood. There is strong evidence that aromas can be effective in manipulating mood, decreasing stress, as well as, improving recall and retention of learned materials (Youngblut, Johnson, Nash, Wienclaw, & Will, 1996). It has been demonstrated that the introduction of aromas can have a positive effect on signal detection performance accuracy and serve to reduce the vigilance decrement (Dember, Warm, & Parasuraman, 1995). In addition, it has been suggested that olfactory stimulation may facilitate a greater sense of virtual presence (Cater, 1992; Robinett, 1992). These are powerful examples of the utility and endowments of the olfactory system. In spite of this, olfaction has been largely ignored within the scope of most virtual environments (VEs). Currently most VEs are designed to stimulate primarily the visual system, with some systems incorporating auditory and/or haptic stimulation. Problems associated with early olfactory stimulation systems (OSS's), including a slowly diminishing scent, little control over localization, mixing of scents delivered in close temporal proximity, and a build-up of residue, have been resolved by recent technological developments in new OSS's (Sadowski, 1999). With the technological barriers to effective presentation of olfactory information overcome, VE researchers and developers have the ability to utilize aromas to create more authentic environments and scenarios.

Repression and coping with the threat of rape

A study is reported which examined the impact of repressive coping style on processing and recalling information about rape. It was predicted that repressors selectively avoid threatening information about a rape incident and that selective avoidance is reflected in poorer recall for details of the rape account as well as anticipation of fewer coping problems in the event of sexual victimization. A total of N=143 women were presented with an authentic rape scenario taken from police files. The sample was divided into repressors, sensitizers, non-anxious and defensive high-anxious individuals on the basis of an anxiety and a social desirability measure. Differential memory by the four groups for the rape scenario was measured in a free-recall task. In addition, respondents were asked to anticipate potential coping problems they thought they would experience in the event of sexual victimization, and they were asked to indicate their behavioural precautions against a sexual assault. As predicted, repressors showed poorer recall for the described rape than both sensitizers and non-anxious subjects. Results were less conclusive concerning the proposed interaction of anxiety and defensive avoidance on anticipated coping problems. No effect was found of cognitive coping style on behavioural precautions against rape. The findings are discussed with respect to the construct validity of repression as a cognitive strategy for coping with threat in the domain of sexual violence. Copyright © 1999 John Wiley & Sons, Ltd.