SIM616 - VIRTUAL PATIENT/HOSPITAL APPLICATIONS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| VIRTUAL PATIENT/HOSPITAL APPLICATIONS | SIM616 | Any Semester/Year | 3 | 0 | 3 | 6 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Brain Storming | |||||
| Instructor (s) | Faculty member(s) of the department | |||||
| Course objective | Be able to explain virtual patient/hospital applications | |||||
| Learning outcomes |
| |||||
| Course Content | Virtual patient/hospital applications | |||||
| References | 1. Adam I. Levine, Samuel DeMaria Jr., Andrew D. Schwartz, Alan J. Sim (Eds.). The Comprehensive Textbook of Healthcare Simulation. New York: Springer Science+Business Media, 2013. 2. Nestel D. Kelly M, Jolly B, Watson M (Editors). Healthcare Simulation Education: Evidence, Theory and Practice. Wiley Blackwell; 2018. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Virtual Patient/Hospital: definition and concepts |
| Week 2 | Screen based virtual patient/hospital applications |
| Week 3 | Interactive virtual patient/hospital applications |
| Week 4 | Virtual Patient Games |
| Week 5 | Challenges in virtual patient/hospital applications |
| Week 6 | Implementing virtual hospital applications |
| Week 7 | Midterm exam |
| Week 8 | Content development in screen based applications |
| Week 9 | Content development in interactive virtual patient/hospital applications |
| Week 10 | Content development in virtual patient games |
| Week 11 | The future of virtual patient/hospital applications |
| Week 12 | Software: Second Life |
| Week 13 | Software: Virtual Standardized Patient |
| Week 14 | Software: ILE@D |
| Week 15 | Evaluation of effectiveness in virtual patient/hospital applications |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 50 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 15 | 30 |
| Project | 0 | 0 | 0 |
| Homework assignment | 5 | 6 | 30 |
| Midterms (Study duration) | 1 | 8 | 8 |
| Final Exam (Study duration) | 1 | 14 | 14 |
| Total Workload | 37 | 50 | 180 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Define the simulation techniques used in health sciences in the context of hardware, software and education. | X | ||||
| 2. Have the knowledge about theories and approaches that form the basis of simulation-based education in health sciences. | X | ||||
| 3. Develop simulation-based educational programs in the health sciences. | X | ||||
| 4. Carry out simulation-based educational practices in health sciences. | X | ||||
| 5. Use the evaluation methods incorporating simulation in health sciences. | X | ||||
| 6. Plan and conduct research in health sciences where simulations are used. | X | ||||
| 7. Use simulation enhanced applications in healthcare services. | X | ||||
| 8. Solve the problems in the field of simulation using high level cognitive processes. | X | ||||
| 9. Perform the duties and responsibilities as a expert in the field of simulation regarding professional values and ethical principles. | X | ||||
| 10. Update the competencies based on lifelong learning principles for individual and professional development. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest