Educational theory | Relationship to pericardiocentesis simulation design |
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• A framework for acquisition of skills across multiple domains incorporating behaviourism and cognitivism. • Consists of (i) baseline learner assessment (ii) defining learning objectives in units of varying difficulty (iii) defining mastery standards (iv) educational activity (v) formative assessment and feedback against pre-set standard (vi) repetitive practice until standard met (vii) movement to next educational unit. • Highly protocolised—all learners aim to reach uniform competence in set units before moving on to the next unit. • Incorporates deliberate practice with pre-defined passing standard. • Impacted by time-limitation and may not be appropriate for all interventions (e.g. those without easily measurable outcomes). | • Pericardiocentesis requires a universally high level of competence for all trainees. • It is highly protocolised and lends itself well to a mastery-based approach. • A baseline level for learners is assumed based upon requirements to enter training programme. • Learning units consist of internal anatomy; surface anatomy; equipment familiarisation and setup; procedure completion; post-procedure management. |
• Focuses on deconstructing a complex task or skill and rebuilding it from smaller components. • Expectation of achieving competence in each of these subordinate tasks (educational units). • The knowledge may be theoretical knowledge such as anatomy and landmarks and psycho-motor knowledge. • Fragmenting the information allows the teaching to be delivered in chunks with repetitive cycles, debriefing and feedback. | • Pericardiocentesis can be a complex task for learners and benefits from breaking the procedure down into small tasks. • These subordinate tasks build the checklist. • Information can be given in stages and re-tested. For example, pre-course learning material given to establish theoretical knowledge which is then tested at the beginning of the session. |
• Originated from research on training in music performance. • Deliberate practice occurs in cycles: defined unit goal–practice–feedback. • Involves motivated learners, informative feedback, performance monitoring and error correction. • Can be seen as the ‘educational activity’ in mastery learning programmes. • Feedback is critical to correct errors in performance until the passing standard is met. • Potentially time consuming due to the variability in time taken to reach the passing standard. | • Pericardiocentesis requires all learners to reach a minimum competency standard. • Deliberate practice would facilitate this and provides support to learners who take longer to master the skills. • Debriefing and feedback is facilitated by the checklist and may be undertaken by dyad learners or course faculty depending on the educational unit. |
• Helps us to understand how people learn as there is a limit on how much new information people can consume at one time. • Cognitive load factors include: o intrinsic load—difficulty level of the task; o germane load—inherent difficulties aiding learning; o extrinsic load—external factors impeding learning. • High intrinsic and germane load and low extrinsic load promote consolidation of long-term memories from working memory. • These factors influence design by shaping the required fidelity of the simulation. • See Reedy [57] and Fraser et al. [61] for a deeper understanding of the theory and the application to simulation design. | • For pericardiocentesis we want a focus on upskilling novices to perform a manual task by providing a cognitive framework. • We need to limit the extraneous load. For example, excluding actors playing allied healthcare professionals. • The complexity of the situation (simulation scenario design) can be increased to increase extraneous load to engage more advanced learners. • Design should be based on achieving the intended learning objectives whilst providing enough stimulus for learning. |