You are a graduate teaching assistant at the local university. A faculty member approaches you to “do” a simulation for class. What information do you need prior to developing the simulation? Provide a rationale for the information needed.

PAGE 471

Discussion Questions

1. You are a graduate teaching assistant at the local university. A faculty member approaches you to

“do” a simulation for class. What information do you need prior to developing the simulation?

Provide a rationale for the information needed.

Case Study

You have been hired to teach in a graduate health program. Your newly developed course has an

objective that states: Upon completion of this course, the learner will be able to demonstrate

interprofessional team building concepts. As a new educator, you would like to include simulation as a

teaching methodology.

After you are hired, you find a rare

ly used, high

–

fidelity Human Patient Simulator in the corner of your

skills lab. You inquire about using it for your course but are met with resistance from other faculty

members, who tell you that “there is no reason to use simulation. We’ve always taught

our content

using written case scenarios and we’re doing just fine.”

Discussion Questions

1. Use Kotter’s eight steps leading to successful change to develop a plan to implement simulation

for teaching team concepts.

PAGE 471

Discussion Questions

1. You are a graduate teaching assistant at the local university. A faculty member approaches you to

“do” a simulation for class. What information do you need prior to developing the simulation?

Provide a rationale for the information needed.

Case Study

You have been hired to teach in a graduate health program. Your newly developed course has an

objective that states: Upon completion of this course, the learner will be able to demonstrate

interprofessional team building concepts. As a new educator, you would like to include simulation as a

teaching methodology.

After you are hired, you find a rarely used, high-fidelity Human Patient Simulator in the corner of your

skills lab. You inquire about using it for your course but are met with resistance from other faculty

members, who tell you that “there is no reason to use simulation. We’ve always taught our content

using written case scenarios and we’re doing just fine.”

Discussion Questions

1. Use Kotter’s eight steps leading to successful change to develop a plan to implement simulation

for teaching team concepts.