Online simulations: a critical element in creating engaging healthcare curricula for high schools

What does it take to provide a healthcare curriculum at high school that engages students and prepares them for work? Paulette Diener is an RN with 25 years’ experience and has been teaching Health Care Science at high school for the last 12 years in the state of Georgia. Finding online simulations for clinical skills from SIMTICS was a standout moment for her in her drive to create excellent learning experiences for her students. ‘Oh, my gosh, I was so excited that there was a resource like this available!’
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How blended learning benefits allied health students, educators and their institutions

By Cherry Vanderbeke

Have you noticed there’s a lot of jargon related to learning models that use education technology? Hybrid learning, flipped classroom, blended learning, multi-modal learning, personalized learning, computer-based learning… and more.

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Learning sonography through e-simulation: A non-believer turned believer

By Angelique Praat

We wouldn’t be overstating the case to say that Shelly Zimbelman was initially skeptical about teaching the clinical skills of her profession using computer-based simulations. Her first reaction was unequivocal: “There is no way you can simulate an ultrasound scan of a patient by using just a computer and a mouse.”

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From the frontline: how SIMTICS helps ultrasound professionals stay on top

By Angelique Praat

Working as an ultrasound technologist in a small radiology department brings challenges and opportunities. Cristina Adriano works for a Medical Group/Imaging Center in San Bernardino County, California. In her job, she isn’t surrounded by other ultrasound professionals every day. So she makes her own opportunities to stay on top of the field.

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Interactive Learning in Healthcare Profile: John Windsor – Pioneer in the Clinical Interactive and Simulation Learning Sector

Professor John Windsor is co-founder of SIMTICS, an interactive learning company that provides web based simulations for allied health and medical procedures. He holds a personal Chair in Surgery at the University of Auckland and is a Consultant Surgeon at Auckland City Hospital. ILH asked him about simulation-based cognitive learning and what inspired him to launch SIMTICS.

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Why web-based simulations should be part of your Dental Assisting curriculum

As an experienced dental assistant and educator, Cassie Belfancha is always on the look-out for ways to enhance the learning experiences of students and trainees. That’s why she jumped at the opportunity to work with the SIMTICS team when they began developing simulations for dental assisting skills.

SIMTICS offers a web-based multi-media platform that is already being used in sonography, radiography, medical assisting, and medical programs around the USA and in other countries including Australia, The Philippines, and India. Each module covers one skill or procedure and comprises a text explanation of the procedure, a video of an expert undertaking the procedure, a 3D anatomy model, and a quiz. But the ground-breaking aspect for the dental assisting field is that students can learn and practice skills interactively with the unique SIMTICS simulations, and test their competence too.

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Maximizing the teachable moments through flipped classroom and student performance analytics

By Angelique Praat

In any teaching environment, students come with a range of talents and challenges, and different learning velocities. Imagine if you could give every student a head start before they reached the classroom. This is the essence of the flipped classroom or blended learning model for healthcare professionals.

Web-based skills learning system, SIMTICS, offers medical and allied health instructors greater scope to prepare their students for the reality of the clinical setting than simply asking them to read their textbooks and watch a video, and hoping they will comply. Through an integrated system of multimodal learning support, students can try procedures via online simulations before they come to class.
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When labs are not even a car-ride away: Delivering hybrid learning for budding medical assistants in Alaska’s remote Southeast.

What do you do when you live on a remote island in Alaska’s Southeast, but you want to take the next step in your medical assisting career?  The skills required for medical assisting are both administrative and clinical. But where do you practice your clinical skills when you don’t have access to a lab every day?

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There’s no such thing as the perfect clinical training environment – e-simulations bridge the gap

While a healthcare educator’s dream might be of labs available whenever and wherever students want them, fully-equipped sim centers, and patients obliging with the right symptoms for the procedure of the week during student externships, this is seldom the reality.

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How to engage medical assisting students with skills simulations

Medical Assistant Director and Instructor, Nicole Carter, is always looking for new ways to engage her students.  One of the founders of the non-profit training institution, Latin American Youth Center Career Academy (LAYCCA) in Washington DC, Nicole says her work is hard but fun and the wins make it all worthwhile. But before you can have wins with students, you have to have engagement.

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