Lon Setnik, MD FACEP, MHPE
# Infographic
| Zone | Assessment | Simulation-Based Learning Activity |
| ---------------------------------------------------------------------- | ------------- | ------------------------------------------- |
| Zone 1: Individual Essential Skill, Known Rubric | Developmental | Simulation-Based Mastery Learning |
| Zone 1: Individual Essential Skill, Known Rubric | Summative | Simulation-Based Mastery Learning |
| Zone 1: Team-based Essential Skill, Known Rubric or Pathway | Developmental | Rapid-Cycle Deliberate Practice<br> |
| Zone 2: Individual Situational or Contextual Skill, Known Rubric | Developmental | SBML with coaching, pause-discuss *or* RCDP |
| Zone 2: Individual Situational or Contextual Skill, Unknown Rubric<br> | Developmental | |
| | | |
| | | |
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# MOC Concept
Why do I want to make this MOC?
MOC Process:
> - _**Cluster**_ ideas/notes together.
> - Add lines between clusters (add the gaps).
> - _**Chart**_ the empty spaces between clusters (map the gaps).
> - _**Create**_ a new “thing” note.
> - _**Create**_ a new “statement” note.
> - _**Collide**_ your ideas.
> - _**Clarify**_ your note titles.
> - _**Connect**_ your notes.
> - _**Cut up**_ a note into two.
> - _**Combine**_ two notes into one.
> - _**Cast aside**_ notes that are no longer relevant.
> - _**Categorize**_ the notes in the MOC.
_Mapping Concepts_ includes mostly creating links to other ideas. It is a higher order of note making.
Creating Maps of concepts include finding the [[emergence]] and [[Convergence]].
This is an inherently [[Constructivism]] way of creating knowledge and storing ideas.
It mirrors the way our brain works. It is a way of organizing and [[dealing with complexity]]
[[Knowledge Value Making]] allows us to keep each note small, but to create meaning in and between each note.
```toc style: number
min_depth: 2
max_depth: 6
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## What's the big idea here?
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# Backwards Design in the SimZones Model, a framework for design and assessment
```table-of-contents
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## Abstract
### Background
The SimZones model provides a framework for simulation faculty to create a structured approach to facilitating bedside readiness for people and teams in healthcare. When designing an essential learning progression, decisions have to be made to determine what the skills are that should be focused on, what competence looks like, and thus what educational interventions to use. Each of these questions remains notoriously difficult to answer in any particular situation. We provide a framework that combines the structure of SimZones, the process of backwards design, and a nuanced system of competence determination to assist with decision-making at the design stage of a readiness program.
### The Model
### Applications
### Implications
## Body
### Background
### The Model
### Implications
### Sources:
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## Unrequited notes (by link)
_update when creating MOC to point to this note_
These notes point directly to this note. But this note doesn't point back.
```dataview
table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified
from [[MOC Template]]
and !outgoing([[MOC Template]])
sort file.mtime desc
```
## Associated notes (by tag)
_Update when creating MOC to point to this tag_
These notes have this associated tag: `#MOC Template`.
```dataview
table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified
from #MOCTemplate
and !outgoing([[MOC Template]])
sort file.mtime desc
```
%%