CHSE Exam with 100% Correct
Solutions
Social Learning Theory - ANS-- Bandura
- Role modeling behaviour for learners is important
Constructivism - ANS-- Piaget, Vygotsky
- Active learning theory
- Learning builds on previous experience
- Learning is actively constructed through interaction with environment
- Marked by reflection
- learner focused
Andragogy - ANS-- Knowles
- Adult learning theory
- Supports constructivism because it builds on learners previous experience
Experiential Learning Theory - ANS-- Kolb
- Four main concepts: 1. Concrete experience 2. Abstract conceptualization 3.
Reflective observation 4. Active experimentation
Scaffolding Learning Theory - ANS-- Vygotsky
- novice learner requires resources and support from mentor to increase knowledge and
build on it progressively
Kirkpatrick level 1 - ANS-Reaction- level of satisfaction with learning activity
Kirkpatrick level 2 - ANS-Learning- how much was learned, reflects a change in
attitudes/ knowledge
Kirkpatrick Level 3 - ANS-Behaviour- how has behaviour changed as a result
Kirkpatrick Level 4 - ANS-Results- change in practice or change in organization
Miller - ANS-Pyramid of Learning
Knows -> Knows How -> Shows How -> Does
Functional Fidelity - ANS-- Degree of accuracy in the operation of the simulated system
- Physiologic manifestations are how a real person would respond
Task Fidelity - ANS-How authentic a simulated task are to a real task
, Physical Fidelity - ANS-- Realism of the physical space for the simulation
- Includes visual, auditory, tactile and spatial surroundings
Kern step 1 curriculum development - ANS-- problem identification and general needs
Ideal - current approach = general assessment
Kern step 2 curriculum development - ANS-Needs analysis of targeted learners
Kern step 3 curriculum development - ANS-Goals and objectives
Kern step 4 curriculum development - ANS-Educational strategies
Kern step 5 curriculum development - ANS-Implementation
Kern step 6 curriculum development - ANS-Evaluation
Psychological Fidelity - ANS-Degree to which learner perceives the simulation to be real
Low Fidelity - ANS-Use of task trainers for practice of single skills that allows learners to
practice in isolation
Medium Fidelity - ANS-Use of full body manikins or SPs in a setting that lacks full
immersion
High Fidelity - ANS-Allows for immersion in as real as possible setting
Funneling Debriefing - ANS-Learners are guided during Debriefing but the debriefer
does not comment
Bloom - ANS-Hierarchy of Learning
Remembering-> Understanding-> Applying-> Analyzing -> Evaluating-> Creating
Deliberate Practice - ANS-- Ericsson
- Learners endeavour to practice for purpose of improving a task or skill beyond the
current level of proficiency
Framing Debriefing - ANS-Technique used during debriefing to present the simulation
experience to participants in a relevant way
Front loading Debriefing - ANS-Providing specific questions before the debriefing to
guide the direction of the debriefing
Case Review Debriefing - ANS-An organized review of the patient condition starting
with diagnosis and then a review of systems
Solutions
Social Learning Theory - ANS-- Bandura
- Role modeling behaviour for learners is important
Constructivism - ANS-- Piaget, Vygotsky
- Active learning theory
- Learning builds on previous experience
- Learning is actively constructed through interaction with environment
- Marked by reflection
- learner focused
Andragogy - ANS-- Knowles
- Adult learning theory
- Supports constructivism because it builds on learners previous experience
Experiential Learning Theory - ANS-- Kolb
- Four main concepts: 1. Concrete experience 2. Abstract conceptualization 3.
Reflective observation 4. Active experimentation
Scaffolding Learning Theory - ANS-- Vygotsky
- novice learner requires resources and support from mentor to increase knowledge and
build on it progressively
Kirkpatrick level 1 - ANS-Reaction- level of satisfaction with learning activity
Kirkpatrick level 2 - ANS-Learning- how much was learned, reflects a change in
attitudes/ knowledge
Kirkpatrick Level 3 - ANS-Behaviour- how has behaviour changed as a result
Kirkpatrick Level 4 - ANS-Results- change in practice or change in organization
Miller - ANS-Pyramid of Learning
Knows -> Knows How -> Shows How -> Does
Functional Fidelity - ANS-- Degree of accuracy in the operation of the simulated system
- Physiologic manifestations are how a real person would respond
Task Fidelity - ANS-How authentic a simulated task are to a real task
, Physical Fidelity - ANS-- Realism of the physical space for the simulation
- Includes visual, auditory, tactile and spatial surroundings
Kern step 1 curriculum development - ANS-- problem identification and general needs
Ideal - current approach = general assessment
Kern step 2 curriculum development - ANS-Needs analysis of targeted learners
Kern step 3 curriculum development - ANS-Goals and objectives
Kern step 4 curriculum development - ANS-Educational strategies
Kern step 5 curriculum development - ANS-Implementation
Kern step 6 curriculum development - ANS-Evaluation
Psychological Fidelity - ANS-Degree to which learner perceives the simulation to be real
Low Fidelity - ANS-Use of task trainers for practice of single skills that allows learners to
practice in isolation
Medium Fidelity - ANS-Use of full body manikins or SPs in a setting that lacks full
immersion
High Fidelity - ANS-Allows for immersion in as real as possible setting
Funneling Debriefing - ANS-Learners are guided during Debriefing but the debriefer
does not comment
Bloom - ANS-Hierarchy of Learning
Remembering-> Understanding-> Applying-> Analyzing -> Evaluating-> Creating
Deliberate Practice - ANS-- Ericsson
- Learners endeavour to practice for purpose of improving a task or skill beyond the
current level of proficiency
Framing Debriefing - ANS-Technique used during debriefing to present the simulation
experience to participants in a relevant way
Front loading Debriefing - ANS-Providing specific questions before the debriefing to
guide the direction of the debriefing
Case Review Debriefing - ANS-An organized review of the patient condition starting
with diagnosis and then a review of systems
