Simulation for Insurance Meniscus Sensitivity Specificity
Abstract:
This simulation that will be discussed in this Model Practice is conducted in the tabletop style where all students participate as a group (or in small groups). This format allows for discussion and stops and starts at predetermined stopping points to allow students to explore an area more deeply. The tabletop simulation is used for many different reasons, but has been employed here because of the complexity of the topic and benefit to participants in hearing other’s perspective, knowledge and experience with the information presented in the simulation. Simulation is an educational tool that can assess learning (summative) or produce learning (formative). We have found it increasingly beneficial to design simulations that provide an opportunity to demonstrate learning and skill rather than test it. This has produced better student learning outcomes and satisfaction. To create the ideal learning environment, all summative simulations include at least three preparation activities that include supplementary readings and two post-simulation activities in addition to the traditional debrief. These activities prepare the student to be successful during the simulation and assist them in processing and integrating the information for future clinical practice. This model practice focuses on a meniscus injury, how to assess and manage that injury, how sensitivity and specificity directly relate to clinical practice and care decisions while also addressing health insurance communication and coverage for minors in the secondary setting.
Learning Objectives:
- Practice obtaining insurance coverage, including eligibility requirements and reasons for being uninsured.
- Evaluate the knee for meniscus injury, including the performance of special tests and immediate and future management approaches.
- Discuss, evaluate, calculate, manipulate and apply the sensitivity and specificity of meniscus tests.
- Discuss and weigh the role ATs may play in health care equity, who is responsible for this equity and at what level.
Track: Pedagogy
Format: Model Practice
This Session is Not Eligible for CEUs.
Joshua Larson, MA, NRP
Josh Larson received his Master of Arts in Dance with an emphasis in Kinesiology and a BS in psychology from the University of Utah. Josh received a BFA in Dance from Ohio University. He is a practicing National Registry Paramedic and is currently in the Rehabilitation Sciences PhD program at the University of Utah. As the Simulation Manager for the Athletic Training Program, he creates and manages simulations for the Department of Physical Therapy and Athletic Training and is an Associate Instructor teaching courses or content related to emergency response. Josh’s research interest focuses on how patient outcomes relate to their prehospital care.