To support student engagement, simulation-based learning experiences attempt to approximate clinical reality as closely as possible. However, achieving a high level of realism can be expensive and difficult. Research in simulation suggests that realism is a multidimensional concept that has varied application based on learning objectives.
This session defines fidelity and the types of simulation fidelity. Through a case-based approach, fidelity principles will be applied to activities with varied learning objectives.
Target audience
Physical therapy educators and academic faculty who are interested in simulation-based learning; program chairs who are implanting simulation-based learning experiences in their curricula.
CEU
0.10 - available post-webinar following the completion of an assessment through APTA's Learning Center
Fee
$20 for ACAPT members and $30 for non-members
All faculty members and clinical affiliates of a member institution can use ACAPT member benefits and set up their free account at members.acapt.org to receive the member rate for webinars. (When you create your account, ACAPT will review and approve if you qualify for the ACAPT member rate.)
The webinar took place on November 10, 2022
Learning objectives
Upon completion of this webinar, participants will be able to:
- Define the types of simulation fidelity: physical, conceptual, and emotional (or psychological).
- Contrast fidelity priorities based on the learning objectives of the experience.
- Describe the importance of establishing the ‘fiction contract’ between learners and instructors that explicitly acknowledges the fidelity of the experience.
Related resources
- Beaubien, JM, Baker DP, 2017. The use of simulation for training teamwork skills in health care: how low can you go?. Simulation in Aviation Training, pp.445-450.
- INACSL Standards Committee, Healthcare Simulation Standards of Best Practice Simulation Design. Clin Sim Nurs 2021;58:14-21.
- Norman G., Dore K. and Grierson L, 2012. The minimal relationship between simulation fidelity and transfer of learning. Medical education, 46(7), pp.636-647.
- Rudolph JW, Simon, R, Raemer DB. Which reality matters? Questions on the path to high engagement in healthcare simulation, Simulation In Healthcare: The Journal of the Society for Simulation in Healthcare: Fall 2007 - Volume 2 - Issue 3 - p 161-163. doi: 10.1097/SIH.0b013e31813d10.
- Salas E, Bowers CA, Rhodenizer L, 1998. It is not how much you have but how you use it: Toward a rational use of simulation to support aviation training. The international journal of aviation psychology, 8(3), pp.197-208.
- Tun JK, Alinier G, Tang J, Kneebone RL, 2015. Redefining simulation fidelity for healthcare education. Simulation & Gaming, 46(2),159-174.
Presenters
- Carla Sabus, PT, PhD, Tufts University
- Kelly Macauley, PT, DPT, EdD, CSHE, CCS, GCS, Rasmussen University
- Jason Rucker, PT, PhD, University of Kansas Medical Center
- Susan Miale, PT, DPT, EdD, Stony Brook University
If you have any questions, contact events@acapt.org