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Context, curriculum and competence

Context, curriculum and competence Adv in Health Sci Educ (2014) 19:625–628 DOI 10.1007/s10459-014-9565-x EDITORIAL Geoff Norman Published online: 16 October 2014 Springer Science+Business Media Dordrecht 2014 As I sat down to write this editorial, I found myself staring intently at the corner of my office ceiling. Actually, I wasn’t looking at the office ceiling at all—I was staring intently at the inside of my mind, and focusing (actually not focusing) on the office ceiling so I would not be distracted by the contextual cues in my environment. I was reflecting on a recent event. A few days ago, I was in Hamburg at the meeting of the German Medical Education Association, where I had the honour of being invited as a keynote speaker. During my talk, I showed a graph comparing high fidelity to low fidelity simulations, showing a minimal and not significant advantage for the high fidelity (Norman et al. 2012). One of the domains I looked at was auscultation, where all the studies compared Harvey to a much lower fidelity simulation, typically a CD recording. After the talk, I was approached by a colleague who counseled me that comparisons using Harvey were not really appropriate as there were much higher fidelity http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Context, curriculum and competence

Norman, Geoff
Advances in Health Sciences Education , Volume 19 (5) – Oct 16, 2014
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References (11)

Publisher
Springer Journals
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-014-9565-x
pmid
25319837
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2014) 19:625–628 DOI 10.1007/s10459-014-9565-x EDITORIAL Geoff Norman Published online: 16 October 2014 Springer Science+Business Media Dordrecht 2014 As I sat down to write this editorial, I found myself staring intently at the corner of my office ceiling. Actually, I wasn’t looking at the office ceiling at all—I was staring intently at the inside of my mind, and focusing (actually not focusing) on the office ceiling so I would not be distracted by the contextual cues in my environment. I was reflecting on a recent event. A few days ago, I was in Hamburg at the meeting of the German Medical Education Association, where I had the honour of being invited as a keynote speaker. During my talk, I showed a graph comparing high fidelity to low fidelity simulations, showing a minimal and not significant advantage for the high fidelity (Norman et al. 2012). One of the domains I looked at was auscultation, where all the studies compared Harvey to a much lower fidelity simulation, typically a CD recording. After the talk, I was approached by a colleague who counseled me that comparisons using Harvey were not really appropriate as there were much higher fidelity

Journal

Advances in Health Sciences Education – Springer Journals

Published: Oct 16, 2014

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