Even better than the real thing? Using video assisted structured reflection in Simulated Clinical Scenarios and Real-Life Clinical Experiences in the Flipped Classroom.

Chris O'Connor, Joe O'Hara

DOI: http://dx.doi.org/10.32378/ijp.v3i2.159

Abstract

Background

This paper explores the attitudes of practitioners to the use of video assisted structured reflection in simulated clinical scenarios and real-life clinical experiences in the context of a Flipped Classroomto encourage and support reflection and reflective practice among pre-hospital emergency care practitioners in Ireland.  It also examines the experiences of practitioners who participated in this process.

Methodologies

This paper is part of a larger project which consisted of tree cycles of action research.  Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with various stake-holders.  These included all three clinical levels of pre-hospital emergency care practitioners and educators from emergency service providers, private ambulance services, and voluntary organisations.

Findings

When combined, a simulation experience with audio-visual recording and a structured model of reflection in the context of a Flipped Classroom has become a powerful learning experience. The process of a simulation experience with audio-visual recording, and a structured model of reflection appears to dovetail very nicely with the concept of the Flipped Classroom. The review of footage from audio-visual recording in the real-life clinical context provides a reliable and accurate means of evaluating clinical performance. Concerns were raised about the potential for abuse and misuse of audio-visual recordings. There are perceptions that audio-visual footage of real-life clinical experiences could potentially be used for unintended purposes such as, disciplinary procedures.

Recommendations

Since the process of combining a simulation experience with audio-visual recording and a structured model of reflection in the context of a Flipped Classroom has shown great promise as a learning experience, a larger scale pilot study is proposed. Develop a pilot programme with student practitioners during their undergraduate internship, and evaluate its findings. Develop a policy which clearly defines the use of audio-visual recording footage prior to the commencement of the pilot programme. A Learning Contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of the process.


Keywords

pre-hospital Care; Education; Reflective practice.

References

References:

Gibbs, G. 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Education Unit.

Ho, J. D., Dawes, D. M., McKay, E. M., Taliercio, J. J., White, S. D., Woodbury, B. J., Sandefur, M. A., and Miner, J. R. 2017. Effect of Body-Worn Cameras on EMS Documentation Accuracy: A Pilot Study. Prehospital Emergency Care. Vol. 21. p. 263-271.

Hessler, K. 2017. Flipping the Nursing Classroom: Where Active Learning Meets Technology. Burlington: Jones and Bartlett Learning.

McNiff, J. and Whitehead, J. 2006. All you need to know about Action Research. London: Sage Publications.

Schön, D. A. 1983. The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books.



DOI: http://dx.doi.org/10.32378/ijp.v3i2.159

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Electronic ISSN: 2009-938X.

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