Audiovisual facilitation of clinical knowledge: a paradigm for dispersed student education based on Paivio's Dual Coding Theory.

This article explores the application of Paivio's Dual Coding Theory (DCT) as a scientifically sound rationale for the effects of multimedia learning in programs of nurse anesthesia. We explore and highlight this theory as a practical infrastructure for programs that work with dispersed students (ie, distance education models). Exploring the work of Paivio and others, we are engaged in an ongoing outcome study using audiovisual teaching interventions (SBVTIs) that we have applied to a range of healthcare providers in a quasiexperimental model.

Accessing the living laboratory: trigger films as an aid to developing, enabling, and assessing anesthesia clinical instructors.

Problems arise when clinical instructors are placed in situations for which they are ill prepared. Teaching occurs in settings where patient safety and quality must be ensured. Trigger films are 2- to 4-minute vignettes simulating real-life situations that finish abruptly, stimulating participants to analyze situations in a safe environment.