Eva Hava Peisachovich

Medical Aesthetics Training: Shifting to Collective Competence

With increased demands for medical aesthetics procedures and the sudden profusion of newly licensed, and unlicensed, providers who are performing these medical aesthetics procedures also comes the responsibility to shift to collective competence. Collective competence refers to what occurs among professionals in action, emphasizing the sharing of experiences, knowledge, and perceptions among those who are providing services to the medical aesthetics client. Registered nurses and medical students are not taught to perform cosmetic procedures in basic nursing or medical programs and thus require a post-entry-level education to validate their competency. The current medical aesthetics apprenticeship training approach of see one, do one, and teach one focuses on teaching technical skills and thus does not sufficiently address the ever-changing health care context and the ambiguity in practitioner role. Recent scholars highlight that when health care failed or an error has been identified, it is rarely adduced to an individuals competence but rather is more likely to be a failure of the collective team. In this article, we are advocating for a change in how medical aesthetics practitioners are trained. In particular, it advocates creating opportunities within the curricula to train practitioners as a collective body, as opposed to providing training that focuses on the individuals competence and technical skills alone.

Proposing a model to embed a simulated-person methodology program within higher education

Abstract This paper provides an overview of a collaborative model with which to equip educators with the tools to apply and embed simulated person (SP) methodology in their teaching. Our aim is to expand opportunities to foster student success through simulation by embedding the training of simulators and faculty within undergraduate education. The development of this model supports the application of SP methodology within higher education and involves a) developing an applied elective course for undergraduate theatre students that will provide them with the opportunity to learn simulation methodology and to develop skills that will prepare them to work in the field of simulation as SPs, b) delivering workshops to educate faculty to work with and effectively utilize SPs as a pedagogical approach for teaching undergraduate students, and c) using fundamental principles of experiential learning to provide educators, SPs, and students with opportunities to work collaboratively across disciplines.