Biomedical | Engineeringcourse

Presentation to SMBE (NSW) Conference 2003

Overview

• Project brief

• Project participants

• Module resource manuals- Medical equipment principles

- Anatomy, physiology and infection control

- Learning features of print-based resources

• CDRom- Brief for CDRom

- Learning features of CDRom

- Preview of CDRom

Project brief<Purpose>• To develop distance learning materials for

a medical equipment strand of the Certificate IV Electrotechnology

<Target audience>• Biomedical engineering technicians in Australia

and New Zealand • Most learners will already have a qualification

and work experience in electronics, electrical engineering, mechanical engineering, pneumatics, or fitting and turning

<Delivery>• Print based materials to be accompanied by

interactive exercises on a CDRom.

Project participants

• Project sponsor – TAFE NSW

• Industry based consultation group for advice on- module descriptors- depth of coverage- potential writers- project review

• Learning Design Group for

- project co-ordination- learning design- creative design- resource production

Module resource manuals

Two print-based resources:

• Medical equipment principles(72 hours of learning)

• Anatomy, physiology and infection control(36 hours of learning)

Medical equipment principles

Focuses on:

• the operating principles and functions of biomedical equipment

• basic circuits

• awareness of patient safety requirements as identified in AS/NZ standards

• hazards and safety procedures

• causes of failure and appropriate responses

• functional testing and safety testing

Anatomy,physiology and infection control

Aims to:

• provide learners with a basic understanding of anatomy and physiology in order to understand the function and operation of medical equipment

• provide learners with a basic understanding of the infection control aspects involved when working with and handling medical equipment

Learning features of printed resources

• Clear introduction of the purpose, outcomes and links between the learning resources

• Clear purpose statements and learning objectives for each section

• Standard structure used wherever possible to keep focus on the biomed role

• High use of diagrams and photographs

• References provided for follow-up study

• Activities to draw key learning out of readings

• Review questions with written feedback

• Interactive exercises on CDRom

Brief for CDRom

<Purpose>

• To help learners integrate knowledge of anatomy and physiology with the understanding of the operating principles for given biomedical equipment

• To help learners relate the concepts to the real world

• To complement printed learning material with interactive exercises for users to See, Try, or Solve

Learning features of CDRom

• Integrates body knowledge and equipment knowledge through a body metaphor

• User control over navigation

• Interface is similar to the structure of the print based materials

• Interactions identified by type — see, try, solve

Learning features of CDRom

• See interactions- clarify principles, processes,

operations, or steps - show relationships or actions that are

difficult to see in a diagram

• Try interactions- provide guided practice - reinforce core information or best

practice - provide learning experiences without

compromising patient safety

• Solve interactions are used where tasks- are difficult for people to learn - frequently involve resolution of problems - have serious consequences if done

incorrectly

Preview of CDRom

CDRom packaging

Interface Design