Web-based Simulation Research Papers - Academia.edu (original) (raw)

The international researches and publications of 2011 strengthen the fact that the PBL learning form can be complemented with other info communication learning techniques, such as simulation based learning (Simulation Based Learning),... more

The international researches and publications of 2011 strengthen the fact that the PBL learning form can be complemented with other info communication learning techniques, such as simulation based learning (Simulation Based Learning), which increase the efficiency of
PBL in reaching training output objectives (Szogedi et al, 2011). As a summary I wish to share the message and objective harmonizing with the latest international publications: „the simulation teaching and learning method mainly serves as a “bridge” between classroom
learning and the students gaining real clinical experiences. Due to its usage the students are virtually able to get acquainted with real physiological and pathological medical settings of simulation technologies in an interactive “clinical environment”, with the form of simulation based learning. The students will be able to adapt the new knowledge and skills to their current knowledge freely (Szogedi et al, 2011). Then they develop their existing skills, before they meet real patients in clinical environment and face real patient care problems at the clinic, in order to reach the clinical skills that they will use in practice after having finished 19 the training. The simulation teaching and learning serve the safety of the patient: for the patients, hospitals, students and the service centres carrying out the training.” (Gaba, 2004,
Stracke et al, 2006, Pawlowski, 2007, Amstrong, 2007, McGaghie et al, 2010, Cook, 2010, Arafeh, 2011, Teixeira Ferreira, 2011). The same expectations and objectives were published by Newman in 2004. The elaboration of more efficient techniques as transferral of factual knowledge, greater emphasis on the use of limited financial resources in producing reusable training tools, the willingness to experiment with the differentiated healthcare nurse-doctor curriculum that prioritize the graduates’ combined skills – all these play a role in the higher education reform becoming a positive and operating adaptation process in the future (Newman, 2004).