One of the most important differentiations between traditional labs and lab simulation is trial and error. Traditional laboratories are not lenient on mistakes, especially in the medical field, where one mistake might endanger the wellbeing of a patient. Despite conventional labs being more “hands-on” in allowing students to physically interact with their patients, both students and patients are placed at a higher risk for mistakes. While traditional labs are more perilous, students in lab simulations are “allowed to fail a procedure and make mistakes, and they can try a procedure repeatedly until they master it” (Akaike, 2012). Simulations expose students to different scenarios and allow them to practice as they explore through the procedures …show more content…
of the situation. This prior practice prepares students for the different cases they might receive, minimizing the risks between the patient and the student. However, there is the issue that students would be more prone to making mistakes due to the trial and error aspect of simulated labs. Instead of, “trial and error subjects were superior on transfer and under stress” (Prather, 1971). These results indicate that students who have practiced through simulated labs have experienced myriad of scenarios and can recognize patterns in different scenarios. As a result, students who undergo trial and error learning through simulated labs are able to calmly assess the situation and proceed accordingly due to familiarity. Ultimately, simulated labs create a safe environment for practice and error for the students in comparison to traditional labs that are susceptible to mistakes. While lab simulations provide many beneficial attributes, it has its own flaws when compared to traditional labs. Simulated labs are similar to what Godsey describes as, ”flipped learning,” where students are expected to,” absorb the core knowledge at home by watching videos and then engage in projects, problem-solving, and critical thinking.” By allowing students to educate themselves through different electronic platforms, they are able to control their education and effectively learn at their own pace. With the prevalence of technology teaching students, Godsey argues that educators are slowly becoming facilitators of the class. Godsey is implying that rather than lecturing and teaching students, educators are only guiding students in utilizing the technology properly. However, several students that are subjected to simulated learning are still unable to understand and are misguided with the concepts because the computer only presents information in bulk. Subsequently, these confused students require further assistance from their professors or instructors to understand the material. These educators are, “ leaders, guides, facilitators, and mentors” (Dunn, 2013). While instructors do serve as facilitators, they are able to explain concepts on a more personal level and ensure that the student understands the material. Thus, this necessity for instructors indicate that educators aren’t limited as facilitators of simulated labs, rather, they provide as an effective resource to further the concepts described in simulated labs. The combination of educating students through lab simulations and instructors results in a type of learning called blended learning. Instructors are fundamental in educating the basics of a simulated lab.
While efficient at teaching concepts, simulated labs don’t provide introductory levels (Corter, 2011). Simulated labs don’t educate students on the beginning skills of preparation in the lab; it assumes that the student has been educated on the basics. As a result, students are unable to understand advanced techniques without the prior knowledge and assistance of the instructor, leaving them confused. Thus, a possible solution to resolve confusion in the student would be “blended learning” where students, “take at least part of a class online while supervised by an adult” (Godsey, 2015). The idea of blending learning can apply to both lab simulation and traditional labs, where a combination of both yields to greater learning success of the student. The combination of both traditional and simulated labs allows the individual to prepare and practice before the lab through lab simulations and be able to obtain hands – on experience through the actual lab itself. Ultimately, lab simulation would serve as an excellent supplementation to traditional labs by reinforcing concepts and ideas through realistic simulations, practice tasks, and problems. These lab simulations enhance traditional learning by being a pre – laboratory exercise and visualization tool. With the combination of both, students learn more because they are encouraged to understand concepts, require less time, and improve their ability to predict possible outcomes of the
experiment. Many students in the scientific field have gone through a form of traditional laboratory, might it be through a chemistry, biology, or engineering course. Thus, the utilization of laboratories in students’ education is pertinent in teaching difficult concepts and ideas. While traditional laboratories provide individuals with firsthand experience and direct contact with the instructor, simulated labs have been slowly surpassing the use of traditional labs through its cost efficient and realistic, yet flexible programs. In addition, simulated labs focus on the students and their education, contradictory to the traditional setting that is fixated on protocols. This focus on students and their education displayed through extra practice and simple programs that are easy to understand. Ultimately, simulated labs provide students with more benefits as opposed to traditional labs. However, the implementation of both traditional and simulated labs is another beneficial option to allow students to experience techniques and experiments twice as much than just traditional or simulated laboratories. Thus, from the benefits and comparison of traditional and simulated laboratories explored in this paper, it would be beneficial for educators at universities to implement simulated learning into their curriculum, either in replacement or enhancement with traditional laboratories. Overall, simulated labs are more successful at encouraging and enriching a student’s education more than traditional labs, however the idea of blending them both has great implications for the future.
In conclusion of the My Virtual Life Simulation Program, I raised Luciano, my male child, until he reached the age of 18 years old. Luciano came about the world normally through a natural birth; labor lasted about 10 hours. Luciano inherited 50% of my characteristics through the survey taken prior to the start of the simulation. The other half was through the actions and changes that occurred throughout his life by the choices of my virtual partner and I and Luciano’s personal decisions later on in life. Certain characteristics Luciano developed resulted directly from the authoritative parenting style I chose to follow throughout the simulation. Despite minor setbacks towards the beginning, Luciano, developed properly in his psychological development which involved his physical, cognitive, social, and moral development, personality, emotional understanding, and peer competence. In the beginning years of his life he endured minor academic problems but later had no issue and was even involved in honor classes. He was also very social having
My breaching experiment involved three social norms. These social norms forced people to be in an uncomfortable situation and make a decision as to how they should react to it. The first social norm I experimented with was sitting next to someone in an uncrowded movie theater. I chose this because of the awkwardness it caused. At all three of my trials, occurring from 1-9 pm, there were over fifty empty seats at Carmike on February 21st. The next social norm I analyzed was sitting in someone’s assigned seat. This was chosen because I felt it would be engrossing to observe the different reactions fellow high school students retaliated with, all being different races. At Liberty High School I took someone’s assigned seat five different times,
... simulations, which range from computer run screen simulations to physical simulations, are helping the medical trainees acquire high edge experiences from repetitive exercises of complex medical procedures. The skills and understanding derived from this kind of training is hopefully expected to improve the actual medical service delivery once the students graduate.
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
With technology moving so quickly within the medical and nursing fields, it is vital to embrace new and innovative ways to learn how to care for a patient. A nurse or nursing student is faced with the ever growing challenge of keeping up with new technologies. A fairly new way to gain education and build upon skills is with the use of simulated based learning. With the use of a simulated nursing environment, a student will be able to increase their level of understanding of new skills and technologies; this great resource has three major forms of real-life reproduction, can be used in many different areas of nursing, provides a means to evaluate a student’s understanding and demonstration of a skill, and eliminates the potential for harming a patient. With all education, the ultimate goal of mastering a specific trade or skill is the desired end result.
Through this essential, I have been able to integrate biophysical, psychosocial, analytical, and organizational sciences into my area of practice as an educator. I learned to improve my advocacy and mentoring skills providing my students a non-judgmental learning environment. The clinical rotations often bring forth ethical dilemmas and through debriefing the students and this writer are able to advocate for the patient. Organizational and Systems Leadership for Quality Improvement and System Thinking are critical for improving quality patient outcome. The DNP program prepares the graduate to evaluate practice approaches based on scientific research findings. Because, I education student nurses; I have the responsibility to keep up with new best practices in healthcare, and transfer this knowledge to the students. Clinical Scholarship and Analytical methods for Evidence-based Practice, I have been able to develop a PIOCT question and review the literature of the value of simulation labs. However, my question may have to be reframed for there were few studies that demonstrate to the percentage of time spent in simulation versus transitional clinical rotation. Information system/technology and Patient Care Technology and patient Care Technology for the Improvement and Transformation of
It is helpful to connect the learning to a student’s prior experience. Teachers also need to consider the role of technology in their classroom.
A deep understanding of the human body and how it works is necessary to attain a career in health science, which is the ultimate goal of many students in the sciences at Chatham University. Consequently, many students seeking careers in the medical sciences are required to take the anatomy lecture and laboratory course. The classic anatomy course consists of learning anatomical terminology, the identification of structures, including their location and landmarks in the body, and their functions so that students can apply that knowledge first in class and later in practice. The laboratory portion of anatomy is a crucial component because structure, function, and context are the driving forces for success in the class. Students majoring in the
A history of the beginning of the year augmented reality 1957-1962, when an inventor named Morton Heilig, a cinematographer, created and patented a simulator called Sensorama with visual, vibration and odor. In Virtual Reality technology, users interact with the virtual environment created for simulating the real world, but the user can not see the real world around him. In the augmented reality technology, the user can see the real world around him with the addition of a virtual object generated by a computer. Augmented reality 3D objects that appear directly in the media, it would require a special tool called a Head Mounted Display
Over the years, I have developed an innovative approach to teaching and conducting research with undergraduates through creating and presenting course materials in both laboratory and classroom settings. In my experience, the best teaching involves concrete, hands-on examples, so I engage students in my courses by encouraging the maximum laboratory participation possible.
Zalewski, J. 2013, ‘Web-based Labs for Cyberphysical Systems: A Disruptive Technology’, Proceedings of the X World Conference on Computers in Education, Poland, 2-5 July, viewed 29 May 2014,
The ethics and morals of using virtual reality with medicine have many faces. Ethics is defined as the way we should act towards others; also the justification of right and wrong, in this case a set rules or expectations that are set forth in the medical profession.
Immediate engagement, which means in the world we live in today with the little attention span that it is useful.
and science – can be much more engaging with virtual lessons, tutoring, and the streaming of
Online education is cost-effective, efficient, and easily accessible (Schmeeckle, 2003). Online classes are used for individual and independent learning, in which the student can learn at their own pace (Gonzalez, 2009). Not only is online education beneficial for breaking down barriers, online education has the potential to help students learn material more efficiently. Students are more likely to seek help from their instructors when the material is taught online (Whipp & Lorentz, 2009). Computer use in statistical classes can help decrease math anxiety (Gundy, Morton, Liu, & Kline, 2006).