Facilitating Teaching and Learning of Teratogens: Using Alcohol and Drug Neonate Simulators in Further and Higher Education

Autor/inn/en	Khan, Humaira; Pourzanjani, Pamela
Titel	Facilitating Teaching and Learning of Teratogens: Using Alcohol and Drug Neonate Simulators in Further and Higher Education
Quelle	In: Psychology Teaching Review, 28 (2022) 1, S.36-46 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Drinking; Drug Use; Substance Abuse; Prenatal Influences; Psychology; Undergraduate Students; Knowledge Level; Experiential Learning; Teaching Methods; Neonates; Simulation; Secondary School Students; Risk; Health Behavior; Fetal Alcohol Syndrome; Foreign Countries; Student Attitudes; Outcomes of Education; Health Education; Health Services; Social Services; Body Weight; Symptoms (Individual Disorders); Drug Rehabilitation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Trinken; Drug consumption; Substance abuse; Drogenkonsum; Drug use; Drug consomption; Pränataler Einfluss; Psychologie; Wissensbasis; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Neugeborenes Kind; Simulation program; Simulationsprogramm; Sekundarschüler; Risiko; Health behaviour; Gesundheitsverhalten; Fetal alcohol spectrum disorders; Alkoholembryopathie; Ausland; Schülerverhalten; Lernleistung; Schulerfolg; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Health service; Gesundheitsdienst; Gesundheitswesen; Social service; Soziale Dienstleistung; Soziale Dienste; Körpergewicht; Psychiatrische Symptomatik; Drogentherapie
Abstract	Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Health and Social Care students. A mixed method approach was used considering both knowledge development and perceptions of experiential hands-on learning. Student knowledge of the effects of drugs and alcohol on prenatal development was assessed before and after an interactive session on teratogenesis utilising neonate simulators demonstrating these effects. With this experiential learning approach, the statistical analysis combining both groups showed increased knowledge after the interactive session, and the students perceived this enhanced understanding to be a direct result of hands-on interaction with the neonate simulators. The researchers encourage the use of neonate simulators as good practice that can be effectively incorporated into the psychology and other health-related teaching contexts to facilitate knowledge on teratogenesis. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: https://www.bps.org.uk/publications/psychology-teaching-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01