Oral 13. Unconscious Bias Training for our Simulated Patients: Showcasing a new and innovative workshop

Oral Presentation objectives1) To develop awareness of our innovative workshop delivered to our Simulated Patients to increase their understanding of unconscious biases, how these might impact their work as Simulated Patients in our teaching and assessments and to equip them with skills to challenge and interrogate their automatic thinking. 2) To consider Simulated patient feedback and reflections and my own critical reflections on the Workshop.3) To share best practice with delegates regarding their own experiences of developing Unconscious Bias training to Simulated Patients / other groups in their own institutions

Workshop 47. The Future of consulting: Impact of changing practice on our cognitive load as experts and educators & insights into the novice perspective

Objectives1) To consider current & future impact of remote consulting & the covid pandemic on our cognitive load as clinical reasoning ‘experts’ 2) To consider & reflect on the insights this has provided us as clinicians & educators into the student perspective (clinical reasoning ‘novices’) & their clinical reasoning development 3) To analyse delegates’ own experiences where this & similar transformative learning experiences could be deployed to drive effective learning 4) To recognise & describe the impact on traditional curricula structures

Assessing Quality Simulated Participant Programs: A Case Study of Bond University’s Simulated Participant Program

Assessing the quality of Simulated Participant Programs (SPPs) has long been a challenge for health professions faculty. A number of frameworks exist to determine markers of quality in SPPs, such as the Association of Standardised Patient Educators (ASPE) Standards of Best Practice (SOBP) and the UK Simulated Patient Common Framework (Lewis et al, 2017; Gough et al., 2015). Both frameworks present domains for assessing quality in the areas of working environments, program management, training, risk assessment and other quality assurance issues. This abstract presents the review of the Bond UniversitySimulated Participant Program in 2021 and 2022, which utilised the UK Simulated Patient Common Framework.ResultsOver the course of the review, the Bond University Participant Program demonstrated significant improvement between the first and second reviews. In 2021, the 5 domains (Resource considerations, recruitment and selection process, training requirements, risk assessments and quality assurance procedures) were either not met or partially met. In 2022, 4 out of 5 domains were met, with one area remaining partially met - challenges remain with regards to issues of ensuring staff diversity and minimising stereotypes.ConclusionsThe framework was a useful tool for evaluating the quality benchmarks of an SPP, however, there were gaps in the framework that present opportunities for the simulation and health professions community to explore

Where to now? A systematic review of moulage in health professions education

The use of moulage in medical education dates to 17th century Europe. The word moulage means “to mould”, describing the technical process of making a negative mould of a body part and then filling it with wax. Despite its long history in medical education, moulage has been underappreciated in modern teaching. There has been very little research to inform the theoretical and practicalapplication of moulage. This abstract describes a systematic review that explored the effects of moulage interventions in simulation- based education and training, for learner experience. A secondary aim was to understand which pedagogical frameworks were embedded in moulage interventions.Method:Four databases (PubMed, CINAHL, EmBase, Proquest Central) were systematically searched to October 2021 for studies utilising moulage in simulation- based education experiences. There were no date exclusions, however manuscriptsother than English language were excluded. Outcomes we sought to explore focused on learner satisfaction, confidence, immersion, engagement,performance or knowledge.Results:A total of 19 studies (n=7490) were included in the study. These studies were primarily conducted in medicine (n=9 studies) and nursing (n=4 studies) and less frequently across other health disciplines. The findings demonstrated greaterlearner satisfaction, confidence, and immersion when moulage was used against a comparator group. Minimal improvements in knowledge andperformance were identified. Only one study underpinned the intervention with a pedagogical theory.Conclusions:Moulage contributes to improved learner experience in simulation training, but not knowledge or clinical performance. Gaps in the literature remain in areas outside of medicine and in work that includes strong learning theories

Workshop 21. Faculty Development - Equipping clinical tutors with the skills to assist students to develop their clinical reasoning in patient consultations

Workshop ObjectivesTo consider the particular challenges for clinical tutors (experts) in helping medical students (novices) develop their clinical reasoning skills.To develop awareness of innovative approaches to faculty development to help tutors develop their skills in facilitating students development of their clinical reasoning skills in patient encounters.To encourage delegates to share best practice and reflect on faculty development in their own institutions

Використання хмарних обчислень для розвитку інформаційно-комунікаційної компетентності вчителів

The article deals with the problem for development of techers’ information and communication competence and use of cloud computing for it. The analysis of the modern approaches to the use of cloud technologies and projects for professional development of teachers and development of teachers’ information and communication competence have been presented.There are the main characteristics of software as a service on the Internet for education leading companies Google, Microsoft, IBM. There are described some actions of these companies, which are conducted to help teachers to master cloud technology for improving the professional activities and development of teachers’ information and communication competence. The examples of ways of development of teachers’ information and communication competence and training teachers to use modern ICT in the professional activity are given in the paper. The Cloud based model for development of teachers’ information and communication competence has been proposed.Стаття присвячена проблемі розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання хмарних обчислень. Здійснюється аналіз сучасних підходів до використання хмарних технологій та проектів для професійного розвитку вчителів та розвитку інформаційно-комунікаційної компетентності вчителів. Пропонуються основні характеристики хмарних обчислень провідних компаній Google, Microsoft, IBM, з точки зори їх необхідності для здійснення навчального процесу в мережі Інтернет. Описуються дії цих компаній та інші навчальні проекти, метою яких є розвиток інформаційно-комунікаційної компетентності вчителів за допомогою хмарних обчислень. Наводяться приклади шляхів рішення проблеми розвитку інформаційно-комунікаційної компетентності вчителів за допомогою використання сучасних інформаційно-комунікаційних технологій. Запропонована модель розвитку інформаційно-комунікаційної компетентності вчителів на базі хмарних обчислень, виділені основні вимоги та елементи цієї моделі

The Process for the Formulation of the International Telehealth Position Statement for Occupational Therapy

The World Federation of Occupational Therapists (WFOT) consists of 84 member organizations representing over 420,000 occupational therapists internationally (WFOT, 2014).  In 2014, WFOT published the WFOT Telehealth Position Statement on the use of telehealth in occupational therapy. The process for the formulation of the official document involved reviewing WFOT member organizations’ telehealth position statements and data collected from a survey sent to member organizations’ delegates in April 2014.  Qualitative data from 39 countries yielded factors to consider in five key areas:  licensure/registration requirements, the cost of technology, privacy and security, reimbursement/payment models, and other issues (e.g., need for collaboration/transfer of knowledge, client selection, provider competencies, standard of care).  The WFOT Telehealth Position Statement addressed each of these areas.  The collaborative effort resulting in the development of the WFOT Telehealth Position Statement serves as a model for other international organizations