Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom
The COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framewo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-03-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/3/329 |
| _version_ | 1797241391979429888 |
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| author | Sarah L. McKernon Elliot A. Adderton Luke J. Dawson |
| author_facet | Sarah L. McKernon Elliot A. Adderton Luke J. Dawson |
| author_sort | Sarah L. McKernon |
| collection | DOAJ |
| description | The COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framework for the design and implementation of a progressive simulation approach from the perspective of a teacher. This conceptual framework integrates and draws from key theories of simulation design, curriculum integration, learner motivation, and considerations of the facets of good assessment, including modern approach validity. We used the conceptual framework to inform and develop a progressive simulation design to support the development of essential intra-oral suturing skills outside of the classroom, at home, while still being able to provide external feedback as if learners were in the classroom or clinic. Moreover, the approach described significantly extended the available opportunities for deliberate practice, assisting with the automation of essential skills and aiming to better support learner development during face-to-face patient opportunities. Although further work is needed, we believe that our conceptual framework could be applied to any situation where progressive simulation is seen as beneficial, especially if there are elements of key skills that could initially be developed using a simple take-home simulator. |
| first_indexed | 2024-04-24T18:22:35Z |
| format | Article |
| id | doaj.art-a46499d862c1453da72908ba2aa96c2c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-24T18:22:35Z |
| publishDate | 2024-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-a46499d862c1453da72908ba2aa96c2c2024-03-27T13:34:32ZengMDPI AGEducation Sciences2227-71022024-03-0114332910.3390/educsci14030329Using Technology-Supported Approaches for the Development of Technical Skills Outside of the ClassroomSarah L. McKernon0Elliot A. Adderton1Luke J. Dawson2School of Dentistry, University of Liverpool, Liverpool L3 5PS, UKSchool of Dentistry, University of Liverpool, Liverpool L3 5PS, UKSchool of Dentistry, University of Liverpool, Liverpool L3 5PS, UKThe COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framework for the design and implementation of a progressive simulation approach from the perspective of a teacher. This conceptual framework integrates and draws from key theories of simulation design, curriculum integration, learner motivation, and considerations of the facets of good assessment, including modern approach validity. We used the conceptual framework to inform and develop a progressive simulation design to support the development of essential intra-oral suturing skills outside of the classroom, at home, while still being able to provide external feedback as if learners were in the classroom or clinic. Moreover, the approach described significantly extended the available opportunities for deliberate practice, assisting with the automation of essential skills and aiming to better support learner development during face-to-face patient opportunities. Although further work is needed, we believe that our conceptual framework could be applied to any situation where progressive simulation is seen as beneficial, especially if there are elements of key skills that could initially be developed using a simple take-home simulator.https://www.mdpi.com/2227-7102/14/3/329technology-enhanced learningstudent engagementlearning evaluationdigital assessment |
| spellingShingle | Sarah L. McKernon Elliot A. Adderton Luke J. Dawson Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom Education Sciences technology-enhanced learning student engagement learning evaluation digital assessment |
| title | Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom |
| title_full | Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom |
| title_fullStr | Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom |
| title_full_unstemmed | Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom |
| title_short | Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom |
| title_sort | using technology supported approaches for the development of technical skills outside of the classroom |
| topic | technology-enhanced learning student engagement learning evaluation digital assessment |
| url | https://www.mdpi.com/2227-7102/14/3/329 |
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