2. 2/10 health science examples eWARD Peter Williams - mental health Dorothy Gray - stroke rehab John Macadam - RTA/critical care Jessica Tate - pregnancy care Nikki-Ann Irvine - child protection Catrin palliative care inPractice meningitis Virtual patient paramedic

3. 3/10 why use scenarios? shortage of placements problem-solving skills safe rehearsal of clinical skills student engagement enhanced learning ‘‘To make best use of practice placements, interpersonal and practice skills should be fostered by the use of experiential and problem-based learning, increased use of skills laboratories and access to information technology, particularly in clinical practice.’’ Recommendation 19 UKCC (1999)

4. 4/10 development 1.plan scenario 2.film video/record audio 3.edit video/audio 4.create/edit text 5.assemble package 6.pilot 7.deploy 8.evaluate

5. 5/10 design criteria multiprofessional advisory team clinical specialists clinical educators e-learning developers clinical decision-making branches at key decision points feedback self-test questions interactivity multimedia video clips enhance involvement embed into curriculum course design View these clips and decide which is the better clip and why...

6. 6/10 clinical decision making John Macadam Road Traffic Accident

7. 7/10 interactivity Jessica Tate scenario Simulating abdominal palpation

8. 8/10 research/evaluation Student attitudes Knowledge tests Tests of decision-making skills Demographics Population size = 62 >94% Swansea University students >94% Third year students >94% Female 32% aged 20-22 55% aged 26+ 11:60:26% low:medium:high IT confidence

9. 9/10 research/evaluation 144 students positive attitudes pre- and post-tests

10. 10/10 scenarios in blackboard Paramedic site Multimedia Interactice More restrictive development environment

11. 11/10 conclusions Collaborative design enhances authenticity of scenarios Collaborative design increases interaction between academics and practitioners Learners’ attitude to scenarios positive Learners can acquire skills when real-life experience is not available Learners can use (and re-use) scenarios as required m.i.tait@swan.ac.uk