|Ph.D Student||Mador Gadi|
|Subject||Embedded Assessment in Medical Model-Based Learning|
|Department||Department of Education in Science and Technology||Supervisors||Professor Yehudit Dori|
|Dr. Amitaii Ziv|
|Full Thesis text - in Hebrew|
This research was conducted at MSR - the Israel Center for Medical Simulation, which is located at Chaim Sheba Medical Center, designed as a multidisciplinary virtual hospital. The Center staff applies innovative simulators and advanced audio-visual system which provide assessment and feedback. Research objectives included:
The entire research population included 139 senior staff members, medical instructors and military trainees. The study employed quantitative and qualitative methods for data collection by means of questionnaires, observations, and interviews.
During the investigation, models at MSR were classified by their technology level and their medical role. A HPS (Human Patient Simulator) of METI company is an example of a high technology model while a simple manikin is an example of a low technology model.
The medical role is classified into three categories: Training function - training for one specific skill or for multiple skills; population - personal or team training; and proficiency - professional or integration training.
The study findings indicate that the military teams use mostly high technology based models. This might result from the military’s training goal to improve the medical staff performance in trauma patients, for which advanced high-technology models are more suitable. Investigating senior staffs' attitudes revealed that the instructor has a significant role in the simulated training. Investigating attitudes of trainee teams toward assessment patterns in the medical training environment, positive attitude were found in both cognitive and emotional aspects. The medical trainee staffs perceived positively the opportunity to train as an important component in the assessment procedure. Medical teams were found to prefer written assessment over peer assessment. Trainees reported multiple contributions of the assessment environment, including error identification, application in the medical treatment, development of their medical knowledge, and contribution to cooperative team work.
From the theoretical aspect, the research contributes to the body of knowledge on model-based environments and medical simulations, as well as, assessment in general and assessment that integrates peers and experts in particular. From the practical aspect, the research might contribute to the implementation of benchmarks in programs based on a variety of models as part of the medical training and to the improvement of embedded assessment methods as part of the medical training.