Modelling and Simulation

Details

Title

Modelling and Simulation

Type

Stage Two

Module code

HPE319

Requirement

Compulsory

Module objective

By the end of this module the Clinical Scientist in HSST will be able to analyse and synthesise their understanding of the role and use of modelling and simulation techniques and their role in healthcare. They will also be able to seek and critically evaluate evidence from a variety of sources and analyse their responses to normal or unusual circumstances, consistently demonstrating the professional attributes and insights required of a Consultant Clinical Scientist.

Knowledge and understanding

By the end of this module the Clinical Scientist in HSST will be able to analyse, synthesise and critically apply their expert knowledge with respect to modelling and simulation including:

• a range of modelling and simulation techniques.

Technical and clinical skills

By the end of this module the Clinical Scientist in HSST will be able to demonstrate a critical understanding of current research and its application to the performance and mastery of the following technical skills including:

Modelling

• the identification of appropriate models to use.
• the use of models as part of healthcare system solutions.

Simulation

• experience of Simulation Based Education.
• utilisation and effectiveness of simulation for learning amongst frontline healthcare staff.
• the assessment of the quality of Simulation Based Education which will augment clinical performance.

Attitudes and behaviours

By the end of this module the Clinical Scientist in HSST will be expected to evaluate their own response to both normal and complex situations demonstrating the professional attributes and insights required of a Consultant Clinical Scientist working  within  the  limits  of  professional  competence  referring  as  appropriate to senior staff and will:

• take all reasonable steps to verify information in reports and documents, including research.
• work with other professionals, support staff, service users, carers and relatives in the ways that best serve patients’ interests
• work effectively as a member of a multi-disciplinary team.
• recognise   and   reflect   on   the   learning   needs   of   a  range  of    healthcare professionals.
• critically reflect on strategies to promote teaching, learning and assessment.
• communicate effectively in writing and orally, listening actively and using appropriate questioning techniques.
• solve problems referring to colleagues as required.