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Teaching Workflow Analysis and Lean Thinking via Simulation: A Formative Evaluation

By Robert James Campbell, Laura Gantt and Tamara Congdon

Abstract

This article presents the rationale for the design and development of a video simulation used to teach lean thinking and workflow analysis to health services and health information management students enrolled in a course on the management of health information. The discussion includes a description of the design process, a brief history of the use of simulation in healthcare, and an explanation of how video simulation can be used to generate experiential learning environments. Based on the results of a survey given to 75 students as part of a formative evaluation, the video simulation was judged effective because it allowed students to visualize a real-world process (concrete experience), contemplate the scenes depicted in the video along with the concepts presented in class in a risk-free environment (reflection), develop hypotheses about why problems occurred in the workflow process (abstract conceptualization), and develop solutions to redesign a selected process (active experimentation)

Topics: Article
Publisher: American Health Information Management Association
OAI identifier: oai:pubmedcentral.nih.gov:2671290
Provided by: PubMed Central
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