You are a graduate teaching assistant at the local university. A faculty member approaches you to “do” a simulation for class. What information do you need prior to developing the simulation? Provide a rationale for the information needed.
PAGE 471
Discussion Questions
1. You are a graduate teaching assistant at the local university. A faculty member approaches you to “do” a simulation for class. What information do you need prior to developing the simulation? Provide a rationale for the information needed.
Case Study
You have been hired to teach in a graduate health program. Your newly developed course has an objective that states: Upon completion of this course, the learner will be able to demonstrate interprofessional team building concepts. As a new educator, you would like to include simulation as a teaching methodology.
After you are hired, you find a rarely used, high-fidelity Human Patient Simulator in the corner of your skills lab. You inquire about using it for your course but are met with resistance from other faculty members, who tell you that “there is no reason to use simulation. We’ve always taught our content using written case scenarios and we’re doing just fine.”
Discussion Questions
1. Use Kotter’s eight steps leading to successful change to develop a plan to implement simulation for teaching team concepts.
PAGE 471
Discussion Questions
1. You are a graduate teaching assistant at the local university. A faculty member approaches you to
“do” a simulation for class. What information do you need prior to developing the simulation?
Provide a rationale for the information needed.
Case Study
You have been hired to teach in a graduate health program. Your newly developed course has an
objective that states: Upon completion of this course, the learner will be able to demonstrate
interprofessional team building concepts. As a new educator, you would like to include simulation as a
teaching methodology.
After you are hired, you find a rare
ly used, high
–
fidelity Human Patient Simulator in the corner of your
skills lab. You inquire about using it for your course but are met with resistance from other faculty
members, who tell you that “there is no reason to use simulation. We’ve always taught
our content
using written case scenarios and we’re doing just fine.”
Discussion Questions
1. Use Kotter’s eight steps leading to successful change to develop a plan to implement simulation
for teaching team concepts.
PAGE 471
Discussion Questions
1. You are a graduate teaching assistant at the local university. A faculty member approaches you to
“do” a simulation for class. What information do you need prior to developing the simulation?
Provide a rationale for the information needed.
Case Study
You have been hired to teach in a graduate health program. Your newly developed course has an
objective that states: Upon completion of this course, the learner will be able to demonstrate
interprofessional team building concepts. As a new educator, you would like to include simulation as a
teaching methodology.
After you are hired, you find a rarely used, high-fidelity Human Patient Simulator in the corner of your
skills lab. You inquire about using it for your course but are met with resistance from other faculty
members, who tell you that “there is no reason to use simulation. We’ve always taught our content
using written case scenarios and we’re doing just fine.”
Discussion Questions
1. Use Kotter’s eight steps leading to successful change to develop a plan to implement simulation
for teaching team concepts.
