Chapter 1- Simulation (constructing, evaluation and assessment)
Chapter 1 will provide the learner with an understanding of the types of medical simulation and how to define fidelity as it relates to medical simulation. This course will also discuss Adult Learning Theory and describe how it relates to medical simulation. Finally this course will describe the three phases of a simulation.
Discuss basic foundational learning theories with medical simulation.
Define the type of fidelity and importance within medical simulation.
Discover four delivery models in medical simulation.
Describe the three phases of medical simulation.
Differentiate between simulation modality and typology.
Jasmine Brown, MS, RRT, RRT-ACCS, COPD-Ed, CHSE
Chapter 2- IPE and teamwork training +IPCP
This chapter will provide the learner with an understanding of IPE and IPCP and identify the educator's role in IPE and IPCP. This course will also give the learner tools to help create IPE case scenarios and develop level-appropriate measurable learning outcomes for a designated IPE activity.
Create IPE case scenarios that engage the learning team
Connect development principles from IPE to Interprofessional Collaborative Practice and Interprofessional team-based care
Identify the educator's role in IPE
Develop level-appropriate measurable learning outcomes for the IPE activity
Georgiana Sergakis, PhD, RRT, AE-C, FAARC
Chapter 3- Feedback as an enhanced topic
This chapter will provide the learner with an understanding of affective domain and identifying factors that impact affective domain competency. The learner will understand how to develop affective domain competencies and how to develop feedback strategies to improve student performance.
Write affective behavioral objectives or goals.
Define affective behavior
Explore teaching strategies to reinforce the appropriate affective behavior.
Discuss methods to provide verbal or written feedback to leaners associated with the affective behavior.
Develop or obtain appropriate methods or tools to assess affective behavior.
De De Gardner, DrPH, RRT, RRT-NPS, FAARC, FCCP
Chapter 4- Recognizing and guiding the challenging learner
This chapter will provide the learner with apply education concepts, such as feed forward/feedback and coaching. This course will also discuss the three cardinal qualities of a teacher/facilitator. This course will also help the learner differentiate between the three types of difficult leaners and develop effective intervention treatment plans.
Have a greater understanding of what a slower learner, poor communicator, and unmotivated student my look like in a respiratory therapy program
Review practical tools and strategies in the chapter and find opportunities to incorporate into your respiratory therapy program
Be able to look at your own teaching style and reflect on what areas you are doing well in and identify opportunities to enhance your educational practice.
Kyle Mahan, MSM, RRT
Chapter 5- Changing curriculum to meet future needs
This chapter will teach the learner how to differentiate program and course objectives and help the learner develop evaluations that address each of these. This course will introduce the learner to the NBRC SAE report and how to use this report to identify strengths and weaknesses in program curriculum.
Write course learning objectives for cognitive, affective, and psychomotor domains that support program objectives
Design course assessments aligned with measuring course and program objectives
Develop a needs assessment process for curriculum improvement
Develop a curriculum improvement plan to address areas of weakness
Kim Clark, EdD, RRT, RRT-NPS, RRT-SDS, RPFT
Chapter 6- Recruitment
This chapter will assist the learner in identifying the role that marketing plays in college recruitment. This course will also discuss challenges in recruitment of students at all types of educational institutions. This course will discuss the role that social media plays on recruitment. This course will discuss the role that department managers and program faculty play in the recruitment of students.
Discuss the Dos and Don'ts for marketing educational programs
Illustrate and explain educational recruitment and marketing strategies
Analyze the value and importance of recruitment and marketing
Jennifer Anderson, Ed.D., RRT, RRT-NPS & Randy Case, Ph.D., RRT, RRT-NPS