ABSTRACT
In recent years, hospitals have decreased the amount of night shift work done by junior residents to reduce overtime. We conducted simulation-based education on the theme of ward-cover night shifts to compensate for decreased clinical experiences. Two scenarios were created based on actual clinical cases, and each group of participants and facilitators experienced the cases with simulated patients. Review time was held after each scenario, and important points in each scenario were explained after finishing all simulations. Participants were highly satisfied with the new night shift call-oriented simulation, which fulfilled the resident’s need for practical education. Providing opportunities for reflection and conceptualization contributed to effective acquisition of clinical knowledges. Further study to assess the usefulness of simulation-based education using objective assessments is required.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.
ABSTRACT
1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.