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World J Pediatr Congenit Heart Surg. 2019 Nov;10(6):742-749. doi: 10.1177/2150135119881370. Epub 2019 Oct 30.

Applying Educational Theory to Interdisciplinary Education in Pediatric Cardiac Critical Care.

Author information

1
Divisions of Cardiology and Critical Care Medicine, Departments of Pediatrics and Medical Education, Ann & Robert H Lurie Children's Hospital of Chicago, Northwestern University Feinberg School of Medicine, Chicago, IL, USA.
2
Department of Pediatrics, Holtz Children's Hospital/Jackson Health System, University of Miami Medical School, Miami, FL, USA.
3
Cincinnati Children's Hospital and Medical Center, Cincinnati, OH, USA.
4
Boston Children's Hospital, Boston, MA, USA.
5
Department of Pediatrics, Stanford University, Lucile Packard Children's Hospital, Palo Alto, CA, USA.
6
Department of Cardiology and Simulator Program, Boston Children's Hospital, Harvard University, Boston, MA, USA.

Abstract

At the 14th Annual International Meeting for the Pediatric Cardiac Intensive Care Society, the authors presented a simulation workshop for junior multidisciplinary providers focused on cardiopulmonary interactions. We provide an overview of educational theories of particular relevance to curricular design for simulation-based or enhanced activities. We then demonstrate how these theories are applied to curriculum development for individuals to teams and for novice to experts. We review the role of simulation in cardiac intensive care education and the education theories that support its use. Finally, we demonstrate how a conceptual framework, SIMZones, can be applied to design effective simulation-based teaching.

KEYWORDS:

interdisciplinary education; medical education; pediatric cardiac critical care training; simulation-based medical education

PMID:
31663840
DOI:
10.1177/2150135119881370

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