Teaching workflow analysis and lean thinking via simulation: a formative evaluation.
This article presents the rationale for the design and development of a video simulation used to teach lean thinking and workflow analysis to health services and health information management students enrolled in a course on the management of health information. The discussion includes a description of the design process, a brief history of the use of simulation in healthcare, and an explanation of how video simulation can be used to generate experiential learning environments. Based on the results of a survey given to 75 students as part of a formative evaluation, the video simulation was judged effective because it allowed students to visualize a real-world process (concrete experience), contemplate the scenes depicted in the video along with the concepts presented in class in a risk-free environment (reflection), develop hypotheses about why problems occurred in the workflow process (abstract conceptualization), and develop solutions to redesign a selected process (active experimentation).
East Carolina University College of Allied Health in Greenville, NC, USA.
Robert James
RJ
Campbell
Laura
L
Gantt
Tamara
T
Congdon
D003625:Data Collection; D017598:Efficiency, Organizational; D058016:Health Facility Administration; D006801:Humans; D018794:Problem-Based Learning; D013647:Task Performance and Analysis; D013663:Teaching / Q000379:methods*; D014743:Videotape Recording; D016526:Workload