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Simulated Learning for Clinical Skill Acquisition and Retention:
PROCEEDINGS

, The University of Auckland, New Zealand ; , University of San Francisco, United States ; , Auckland City Hospital, New Zealand ; , Dept of Surgery, Faculty of Medical and Health Sciences, University of Auckland, New Zealand ; , Faculty of Medical and Health Sciences, University of Auckland, New Zealand ; , North Shore Hospital, Auckland, New Zealand ; , Middlemore Hospital, Auckland, New Zealand ; , Department of Surgery, Faculty of Medical and Health Sciences,, New Zealand

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper reports on a research project conducted at the Advanced Clinical Skills Centre, University of Auckland, to determine whether the provision of a carefully engineered integrated virtual reality simulator for male and female urinary catheter insertion would increase student confidence levels and competency for those two skills. We present a literature review that demonstrates the increasing importance of simulation in medical education whilst detailing the perceived benefits and drawbacks of using simulations in medical education. We then present our research methodology including student numbers, procedures followed during the research, forms of evaluation carried out during the research and the current research stage. We conclude with the difficulties encountered in our study and a statement concerning the current status of our research.

Citation

Doherty, I., Hansen, M., McCann, L., Oosthuizen, G., McHardy, K., Greig, S., Pasley, T. & Windsor, J. (2008). Simulated Learning for Clinical Skill Acquisition and Retention:. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5865-5870). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2019 from .

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