Technology Integration Through Modality Mapping Initiative (TIMMI)
Definitions
Examples
Cognitivism is concerned with the complex cognitive processes of a learner, such as information processing and problem solving. Cognitivist learning theories describe the mind as akin to a computer, with terms like “working memory” and “long-term memory”
![Pattern Recognition](image/pattern_recognition.png)
- Identifying anomalies
- Applying a diagnostic algorithm
![Multi-Tasking](image/multitasking.png)
- Collecting a history while conducting a physical exam
- Recovering from an interruption during medication administration
![Decision Making](image/decision_making.png)
- Deciding to honor a patient’s wishes
- Choosing a course of action in treatment
![Knowledge Retention](image/knowledge_retention.png)
- Listing steps of a procedure
- Describing anatomical features
Constructivism explains how individual learners create meaning from new knowledge and experiences. Constructivist learning theories facilitate the formation of new knowledge structures that are reconciled and integrated with previous understanding, primarily through active experiential learning in collaboration with other learners. Constructivism uses terms like “scaffolding”.
![Reflection on Action](image/reflection_action.png)
- Identifying strengths and weaknesses in performance
- Recognizing a system failure
![Clinical Reasoning](image/clinical_reasoning.png)
- Formulating working and differential diagnoses
- Responding appropriately to clinical cues
![Knowledge Application](image/knowledge_application.png)
- Practicing the SPIKES model of delivering bad news
- Administering the appropriate dosage of a medication
![Prioritization](image/prioritization.png)
- Ranking steps
- Recognizing a patient that needs urgent or emergent care
![Adaptability](image/adaptability.png)
- Reacting to a change in patient status
- Modifying the approach to care when new information is presented
Socio-constructivism (or social constructivism) asserts that learning occurs first at an interpersonal level before transitioning to a personal one. Socio-constructivist learning theories consider the socio-cultural context of both teaching and learning, with a particular focus on language and communication as mediating factors. Collaboration identifies collaboration as central to the formation of deep understanding for both an individual and their group.
![Leadership](image/leadership.png)
- Identifying and challenging suboptimal practice
- Facilitating productive collaboration
![Communication](image/communication_skill.png)
- Breaking bad news
- Patient education
![Emotional Intellegence](image/emotional_intelligence.png)
- Cultural humility
- Emotional intelligence
![Situational Awareness](image/situational_awareness.png)
- Recognizing the importance of seemingly unimportant things
- Considering environmental factors
![Teamwork](image/teamwork.png)
- Neonatal resuscitation protocol
- Rehabilitation of a chronically ill patient
![Conflict Resolution](image/conflict_resolution.png)
- Deescalating volatile situations
- Productive disagreement
![Professional Identity Formation](image/professional_formation.png)
- Assuming the practicing healthcare role
- Modeling professional standards and ethics
Behaviorism describes how a relationship between a stimulus and a response is established, embedded, and sustained by a learner. Behaviorist learning theories focus on the reactions within and consequences of an observable performance; they seek to reinforce responses to increase the probability of retention and recall.
![Hand-Eye Coordination](image/eye_hand_coord.png)
- Suturing
- Injection
![Procedural Skill](image/procedural_skill.png)
- Changing a wound dressing
- Central line placement
![Technical Skill](image/tech_skill.png)
- Canulation
- Intubation
![Immersive XP Modality](image/vr.png)
![Manikin/Full Modality](image/manikin.png)
![Standardized Patient Actor Modality](image/sp.png)
![Task trainer/Partial Modality](image/task_trainer.png)
![Screen Based Modality](image/computer.png)
![Mobile Applications Modality](image/mobile.png)
![Serious Games Modality](image/games.png)
Modality Reverse Mapping
Examples
![Pattern Recognition](image/pattern_recognition.png)
- Identifying anomalies
- Applying a diagnostic algorithm
![Multi-Tasking](image/multitasking.png)
- Collecting a history while conducting a physical exam
- Recovering from an interruption during medication administration
![Decision Making](image/decision_making.png)
- Deciding to honor a patient’s wishes
- Choosing a course of action in treatment
![Knowledge recall and retention](image/knowledge_retention.png)
- Listing steps of a procedure
- Describing anatomical features
![Reflection on Action](image/reflection_action.png)
- Identifying strengths and weaknesses in performance
- Recognizing a system failure
![Clinical Reasoning](image/clinical_reasoning.png)
- Formulating working and differential diagnoses
- Responding appropriately to clinical cues
![Knowledge Application](image/knowledge_application.png)
- Practicing the SPIKES model of delivering bad news
- Administering the appropriate dosage of a medication
![Prioritization](image/prioritization.png)
- Ranking steps
- Recognizing a patient that needs urgent or emergent care
![Adaptability](image/adaptability.png)
- Reacting to a change in patient status
- Modifying the approach to care when new information is presented
![Leadership](image/leadership.png)
- Identifying and challenging suboptimal practice
- Facilitating productive collaboration
![Communication Skills](image/communication_skill.png)
- Breaking bad news
- Patient education
![Interpersonal Skills](image/emotional_intelligence.png)
- Cultural humility
- Emotional intelligence
![Situational Awareness](image/situational_awareness.png)
- Recognizing the importance of seemingly unimportant things
- Considering environmental factors
![Teamwork](image/teamwork.png)
- Neonatal resuscitation protocol
- Rehabilitation of a chronically ill patient
![Conflict Resolution](image/conflict_resolution.png)
- Deescalating volatile situations
- Productive disagreement
![Professional Identity Formation](image/professional_formation.png)
- Assuming the practicing healthcare role
- Modeling professional standards and ethics
![Hand-Eye Coordination](image/eye_hand_coord.png)
- Suturing
- Injection
![Procedural Skill](image/procedural_skill.png)
- Changing a wound dressing
- Central line placement
![Technical Skill](image/tech_skill.png)
- Canulation
- Intubation
![Immersive Reality Modality](image/vr.png)
- Behaviorism
- Cognitivism
- Constructivism
- Socio-Constructivism
![Full Body Manikin Modality](image/manikin.png)
- Behaviorism
- Cognitivism
- Constructivism
- Socio-Constructivism
![Standardized Patient Actors/Simulated Patient Modality](image/sp.png)
- Cognitivism
- Constructivism
- Socio-Constructivism
![Partial Task Trainer Modality](image/task_trainer.png)
- Behaviorism
- Cognitivism
![Screen Based Application Modality](image/computer.png)
- Cognitivism
- Constructivism
![Mobile Application Modality](image/mobile.png)
- Cognitivism
- Constructivism
![Serious Games Modality](image/games.png)
- Constructivism
- Socio-Constructivism
The TIMMI is designed to aid in the design of effective simulation activities; it is not intended to be prescriptive or inflexible.