2024 update|CHSOS EXAM | update|COMPREHENSIVE QUESTIONS AND VERIFIED ANSWERS (100% accurate solutions)| 2024 update| ALREADY GRADED A+
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|COMPREHENSIVE QUES
what are concerns with video debriefing and how can you address these? - answer-The use of video debriefing may undermine psychological safety when participants fear their performance in a simulated scenario may be leaked to employers or others and subsequently judged
What approach uses a combin...
2024 update|CHSOS EXAM | update|COMPREHENSIVE
QUESTIONS AND VERIFIED ANSWERS (100% accurate
solutions)| 2024 update| ALREADY GRADED A+
what are concerns with video debriefing and how can you
address these? - answer-The use of video debriefing may
undermine psychological safety when participants fear their
performance in a simulated scenario may be leaked to
employers or others and subsequently judged
What approach uses a combination of advocacy (making an
objective statement about the scenario) and inquiry (asking a
focused question about the learner's choices, in a spirit of
curiosity)? - answer-The "debriefing with good judgment"
approach uses a combination of advocacy (making an objective
statement about the scenario) and inquiry (asking a focused
question about the learner's choices, in a spirit of curiosity).
What is the most effective way to practice communication
skills? - answer-Standardized patient examinations are the most
effective way to practice communication skills.
,What is a simulated patient vs a teaching patient? - answer-A
simulated patient is one that would portray signs and
symptoms of a particular psychiatric illness- for, e.g., a person
can take on the role of an agitated patient so as to teach about
different de-escalation techniques.
A simulated patient tends to be an actor trained to portray
illness.
Simulated patients DO not actually have the illness they are
portraying.
A teaching patient may sometimes be referred to as a patient
who may discuss actual signs and symptoms that he /she may
actually have, while role-play may refer to learners that may
portray the roles of one with illness for the purpose of learning.
Being recorded during these examinations allows you to re-
watch the exam and see what you need to work on.
Standardized patients and preceptors can both give feedback
on your examination. This allows for course content and
tracking to be replicated and outcomes between examinees
during the simulation measured.
Practicing with other students may help, but the feedback may
be incorrect or may miss important deficits in communication.
,By encouraging learners to talk through their own performance,
the facilitator creatively encourages self-assessment and
reflection while also allowing the learner to explain where they
are coming from in their own thoughts.
Debriefing with good judgment may be more effective than the
"sandwich approach," as the latter can excessively sugar-coat
the problem, meaning that less self-reflection occurs.
Prebriefing regarding the goals of a simulation session and
limited use (and subsequent destruction) of video recording
may reassure participants that there is psychological safety in
their learning session.
Research suggests that even when participants are initially
fearful of video debriefing, they acclimate quickly and become
more comfortable with its use.
What are the 6 hierarchical levels of Bloom Taxonomy? -
answer-The revised Bloom taxonomy has six hierarchical levels:
remember, understand, apply, analyze, evaluate, and create
Remember- Recall and understanding show basic knowledge of
a topic. When a learner moves to the evaluation phase, he/she
, has the ability to diagnose and treat but move beyond that
towards critically appraising other methods.
Understand
Apply- When a learner applies information, he/she can show
how they understand the knowledge and use it in clinical
practice.
Analyze
Evaluate
Create
What type of simulation is stopped repeatedly during the
scenario? When is this type of simulation used? - answer-RAPID
CYCLE DELIBERATIVE: Feedback in rapid cycle deliberative
practice comes during multiple pauses, and micro debriefs
within the scenario. Microdebriefing and the subsequent
repetition of some or all of the scenarios allow for the
incorporation of this feedback during iterative cycles of the
simulation. Rapid cycle deliberative practice allows for multiple
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