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This presentation by experts from Florida International University explores the transformative role of simulation in athletic training education. It highlights key components of simulation-based teaching and learning, discusses considerations such as equipment, environment, and fidelity, and presents five actionable steps for integrating simulation into athletic training curricula. By fostering experiential learning and incorporating feedback mechanisms, the session aims to enhance skills competence and confidence in training environments.
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Simulation-Based Athletic Training Education:Beyond the smoke and mirrors Jennifer Doherty-Restrepo, PhD, ATC, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, Florida
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
COGNITIVE PSYCHOMOTOR AFFECTIVE
Learning Curve Athletic Training Skills
Observe & Reflecton the experience Generalize or form concepts Practice, Modify,Reinforce EXPERIENCE Experiential Learning Theory
Simulation Puzzle LEARNERS OBJECTIVESSIMULATORSFIDELITYPARTICIPATION ENVIRONMENT
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
Simulation and Effective LearningBest Evidence Medical Education • Provide feedback during the learning experience. • Learners should repetitively practice skills. • Integrate simulators into the overall curriculum. • Learners should practice increasing levels of difficulty. • Adapt the simulations for multiple learning strategies. • Ensure the simulator provides for clinical variation. • Learning should occur in a controlled environment. • Provide individualized (in addition to team) learning. • Clearly define outcomes & benchmarks for the learners. • Ensure the simulator is a valid learning tool. Issenberg, McGaghie, Petrusa, Gordon & ScaleseMedical Teacher, Vol. 27, No. 1, 2005, pp. 10–28
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Goals & Objectives • Considerations • Student level • Equipment • Environment • Fidelity • Evaluation criteria • Debriefing • Class discussion • Video analysis
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 1: Skill identification
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 2: Incorporate stimulation into a course • Consider course learning objectives • Publish simulation learning objectives on the syllabus • Purposeful • Accountability • Learning-over-time
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 3: Develop the simulation scenario(s) • Who will develop the simulation scenarios? • Who will facilitate the debriefing sessions? • How will student performance be evaluated?
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 4: Simulation execution • Who will “act” in the simulation scenarios? • Who will evaluate student performance?
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors • Step 5: Closing the loop • Simulation scenarios • What worked? What did not work? • Revise and formalize scenarios • Performance outcomes • Identify weaknesses in student knowledge/skills • Revise courses/curriculum
Simulation-Based Athletic Training Education: Beyond the smoke and mirrors Today’s Presentation Summary. . . • Simulation-based teaching/learning • Key components for simulation • Athletic training simulation considerations - equipment, environment, and fidelity • Five steps for incorporating simulation into an athletic training curriculum
Simulation-Based Athletic Training Education:Beyond the smoke and mirrors Jennifer Doherty-Restrepo, PhD, ATC, LATJeffrey Groom, PhD, CRNAMichelle Odai, MS, ATC, LATFlorida International UniversityMiami, Florida
