Full or partial-size body simulator to depict physiologic response in high-fidelity simulations.
Published in Chapter:
Clinical Skills Development in the Virtual Learning Environment: Adapting to a New World
Erini S. Serag-Bolos (Taneja College of Pharmacy, University of South Florida, USA), Liza Barbarello Andrews (Rutgers University, USA), Jennifer Beall (College of Pharmacy, Samford University, USA), Kelly A. Lempicki (Midwestern University, USA), Aimon C. Miranda (Taneja College of Pharmacy, University of South Florida, USA), Carol Motycka (College of Pharmacy, University of Florida, USA), Chelsea Phillips Renfro (University of Tennessee Health Science Center, USA), Brittany L. Riley (School of Pharmacy, Marshall University, USA), Chasity M. Shelton (University of Tennessee Health Science Center, USA), Deepti Vyas (School of Pharmacy, University of the Pacific, USA), and Kimberly Won (School of Pharmacy, Chapman University, USA)
Copyright: © 2022
|Pages: 33
DOI: 10.4018/978-1-7998-7623-6.ch012
Abstract
The rapid transition to distance learning in response to the unexpected SARS-CoV-2/COVID-19 pandemic led to disruption of clinical skills development, which are typically conducted face-to-face. Consequently, faculty adapted their courses, using a multitude of active learning modalities, to meet student learning objectives in the didactic and experiential settings. Strategies and considerations to implement innovative delivery methods and address potential challenges are elucidated. Furthermore, integration of a layered learning approach may allow for more broad perspectives and allow additional interactions and feedback, which is especially necessary in the virtual environment.