Workshop on Educational Aspects

Educational Objectives and Building Scenarios
  • W. Bosseau Murray
  • Lindsey C. Henson


The purpose of this workshop was to define the process of creating learning objectives and using them to build scenarios on the simulator. Human patient simulators are best used to teach the more complex levels of cognitive knowledge—those defined by Bloom1 as “analysis,” “synthesis,” and “evaluation.” Using simulators in medical education, whether for medical students, anesthesia residents, anesthesiologists, or others, is extremely labor-intensive on the part of the faculty. Therefore, simulators should be used to teach levels of knowledge which cannot be taught as effectively by more traditional and less costly methods, such as lectures, readings, problem sets, or small group discussions. In order to make the most of a simulator, the learning objectives should be defined before designing the simulator scenario, and the first question to ask is: Is the simulator the best way to achieve these learning objectives? The learning objectives should drive the use of the simulator and the scenario, rather than the reverse. The simulator is a tool which is only as good as the time spent by the educational objective writer. However, it is a very good tool when used effectively to teach the appropriate level of knowledge.


Medical Student Group Size Learning Objective Pulmonary Artery Catheter Problem Base Learn 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media New York 1998

Authors and Affiliations

  • W. Bosseau Murray
    • 1
    • 2
  • Lindsey C. Henson
    • 1
    • 2
  1. 1.Simulation Development and Cognitive Science Laboratory, Milton S. Hershey Medical CenterPennsylvania State University College of MedicineHersheyUSA
  2. 2.Department of AnesthesiologyUniversity of Rochester School of MedicineRochesterUSA

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