Telesimulation and Academic Continuity of Health Professions Education

Telesimulation, specifically in health areas, is an educational technique that combines clinical simulation and communication technologies. This definition has been constantly modified, but today more than ever it represents a valuable resource to provide academic continuity. The purpose of this chapter is to present the basic concepts of this strategy while reviewing its antecedents/history in the pre-COVID era, the experience with this technique in health sciences, as well as the processes and resources essential to carry it out with an analysis of the potential limitations that may entail. Likewise, concrete examples of telesimulation in various subjects will be shared, leaving readers the challenge of constant innovation in this field.

Dialectics of Technoscience

Dialectics is a philosophical method developed by Hegel (1770–1831), but building on an intellectual tradition whose origins can be traced back to ancient Greece. Dialectics was initially practiced as an educational technique for conducting philosophical discussions. For Hegel, however, dialectical processes can be discerned in the dramatic unfolding of nature, history and human thinking as such. The first dialectical thinker, in the genuine sense of the term, according to Hegel (1971), was Heraclitus (535 – c. 475 BC), in whose “obscure” aphorisms Hegel recognises the awareness that dialectics is more than merely a technique to foster critical reflection. Heraclitus already refers to a basic logic guiding the dynamics of nature as such, to a λόγος at work in actual processes of becoming and change, giving rise to contrasting and contradictory developments (“objective dialectics”, as Hegel phrases it). For dialectical thinkers, the dialectical method is fundamentally in tune with nature, because nature as such is inherently dialectical. Hegel considered Aristotle as ancient philosophy’s most thoroughly dialectical thinker, as we have seen, while Hegel himself is regarded as a modern Aristotle (Beiser, 2005, p. 57; Pippin, 2019, p. 301).

When Direct Pressure Is Not Enough: An Educational Technique for Teaching Wound Packing in Athletic Training Education

Context Uncontrolled hemorrhage is a major cause of preventable death. Wound care and managing external hemorrhage are important skills for athletic trainers. Objective Describe a laboratory activity used to allow students to practice managing uncontrolled external hemorrhage and wound packing. Background The prevalence of active shooter and other mass casualty events has grown, and a trend to move military-based emergency skills into civilian casualty care has emerged. Athletic trainers are uniquely positioned to respond to catastrophic events at the time of injury. Controlling hemorrhage and rapidly applying a tourniquet or administering wound packing have a great effect in preventing death due to severe hemorrhage. Description An educational technique using a pork shoulder was implemented to provide students with experience in wound packing. Clinical Advantage(s) Students describe this activity as a beneficial way to gain experience on an important skill not often seen in the clinical education setting. Conclusion(s) Faculty may consider implementing wound packing using a pork shoulder as a laboratory activity when teaching wound care and external hemorrhage management.

Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

Context Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s) Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s) Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.

The Scavenger Hunt: An Educational Technique for Preceptors and Athletic Training Students

Context Entry-level athletic trainers (ATs) often lack tools necessary to help build confidence and professional networks, especially if they are the only clinicians in their facility. One-way athletic training education can help is to encourage preceptors to assist in mentoring athletic training students (ATSs) as they navigate the shift from student to AT. Objective To describe 1 educational technique developed by a preceptor that showcases effective mentoring, networking, volunteer opportunities, and communication. Background Mentorship is important for all entry-level ATs. By providing opportunities before graduation and assisting ATSs in learning how to network and communicate with potential mentors, future ATs can then continue the mentoring pipeline as they accept preceptor positions. Description This activity was developed by a preceptor while the ATS was in her immersive setting. It provided the ATS an opportunity to develop networking skills while still having support from the preceptor as mentor and while also growing the number of colleagues in her network. By providing a self-discovery activity, the ATS learned how to effectively maneuver through a large conference while gaining confidence, contacts, and a better understanding of the profession. Clinical Advantage(s) The preceptor developed a mentoring relationship with the ATS while also giving her the opportunity to build connections and identify characteristics that she would like to have in future mentors. Conclusion(s) Networking is often a difficult skill for new professionals. By creating this scavenger hunt, the preceptor demonstrated effective mentoring in addition to pushing the ATS outside of her comfort zone to develop her own professional network and observe how professionals can give back to their association.

Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic

The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic.

School Workshops on Astronomy – an extracurricular activity for secondary school pupils

Interdisciplinary and egalitarian, the School Workshops on Astronomy have been being in their educational mission since 14 years. Here we present the concept, methods, and some example results of that educational technique.