There are many beneficial training products on the market today, but which products are best for your training program?
We all have our own unique learning styles, some people are linear thinkers, understanding by reading, where some are visual learners, comprehending faster when seeing and some people are tactile learners, needing to get their hands on something before they can understand its capabilities and how it operates.
Thankfully there’s a commonality between learning styles, they all incorporate some form of tactile element making hands-on training universally beneficial. Hands-on training allows trainees to gain valuable knowledge, retain skills, have opportunities to practice using authentic equipment and make mistakes, use critical thinking to work thorough those challenges as they would in a realistic work environment.
Develop a highly effective medical-based training program utilizing key elements like personalization, high-fidelity interactive training products combined with hands-on training experiences will enhance realism, authenticity and believability.
Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills. Although other factors such as intelligence and motivation affect performance, practice is necessary if not sufficient for acquiring expertise (Campitelli & Gobet, 2011).
Practice greatly increases the likelihood that students will permanently remember new information (Anderson, 2008).
Practice increases student facility or automaticity (learning to apply elements of knowledge automatically, without reflection). Automaticity is usually only achieved through extensive rehearsal and repetition. Automaticity frees up students cognitive resources to handle more challenging tasks (Brown & Bennett, 2002; Moors & De Houwer, 2006).
When students practice solving problems, they increase their ability to transfer practiced skills to new and more complex problems. This is true in childhood (Glover, Ronning, & Bruning, 1990) and adult years (Li, Schmiedek, Huxhold, Röcke, Smith, & Lindenberger, 2008).
Practice helps students acquire expertise in subject matter and, therefore, it helps to distinguish novices from experts in given subjects (Ericsson, Krampe, & Clemens, 1993)
Both Fidelity & Modality impact knowledge and skill acquisition, either increasing or decreasing the overall effectiveness of the simulation-based learning experience.
The level of realism should be that which promotes the achievement of the expected learning outcome.
Fidelity in simulation is the degree of realism created through the selection of simulation equipment, the setting, and scenario. Fidelity also refers to the degree of exactness achieved, authenticity and corresponds to the believability of the experience. The range of fidelity can be measured as levels, low-, mid-, and high-fidelity and types, physical, psychological, and conceptual are associated with fidelity.
Higher levels of fidelity, judging it as superior to lower levels; the evidence does not support this global contention, finding all levels of fidelity beneficial when used appropriately.
Modality is the term used to refer to the type(s) of simulation equipment or methodology used, such as a task trainer, standardized or simulated patient (SP), full-body manikin/simulator, or a screen-based simulation and within each modality category, there exists an array of products representing a range of fidelity or realism.
The selection of an appropriate modality when planning a simulation depends on several factors, including the availability of equipment, stated objectives and desired learning outcomes.
Helping trainees acquire the vital knowledge and skills through hands-on experiences using supportive, immersive training product solutions.
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