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Purpose: The purpose of this paper is to report progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of CAST to facilitate police students' development of search techniques in complex interactions within the built environment, learning to apply and perform the five "quick peek" techniques for information gathering, and subsequent risk evaluation. Design/methodology/approach: The paper draws on Luckin's ecology of resources model of learner context informed with perspectives on reflective thinking from John Dewey and Donald Schön. The paper discusses design issues within the ecology of resources model applied on CAST for complex police situations. Findings: It is suggested that Luckin's framework with its focus on the interaction between different elements and filters in the learner's context together with Schön's perspective on reflection challenge educational designers to look beyond the immediate development of specific tools (such as the CAST in this project) and examine how these tools will be effectively embedded in the overall learning experience. Originality/value: This paper has presented two theoretical perspectives, Luckin's ecology of resources model and Schön's perspective on reflective practice as foundations for the educational design of CAST. Applying Luckin's framework as informed by Schön helps focus attention on issues that are important in the design process in order to facilitate educational transfer.

We describe logistical challenges, illness/injury rates, as well as medical and ambulance transfer rates (ATR) at an annual large-scale half/full triathlon in a remote location. Prospective observational study; registry data. Data on patient presentation rates, percentage of patients transferred by ambulance, transfer to hospital rates (TTHR), ATR, and medical usage rates were collected and analyzed. In total, 1923 athletes participated in the 2016 triathlon (1404 in the full-length race and 519 in the half) and 181 patient encounters were documented. The patient presentation rate (PPR) was 94 in 1000 patients, and 1.6% of patients seen onsite required offsite medical care. TTHR and ATR were 1.6 in 1000 and 0.5 in 1000, respectively. Gastrointestinal issues were the most common presentation (50/181; 27.6%), followed by musculoskeletal injury (46/181; 25.4%) and nonspecific dizziness (37/181; 20.4%). The incorporation of a coordinated event medical plan and team, with integrated on-course and at-finish coverage, may have minimized presentations of patients to local health care services; therefore, decreasing the effect on the local ambulance service and health infrastructure of the host community. [ABSTRACT FROM AUTHOR]

The rapid uptake of simulation-based education has led to the development of simulation programs and centers all around the world. Unfortunately, many of these centers are functioning as localized silos and not taking advantage of the potential for collaboration with other regional centers to promote interprofessional education. In the province of British Columbia (BC), Canada, 38 institutions, including health care authorities, universities, colleges, and other health-related organizations, have participated in assessing the use of simulation in BC and in developing a provincial model that enables collaboration and interprofessional learning at the provincial level.This article describes methods and results of a needs assessment and discusses an interprofessional simulation in health care educational model that provides access for all health care professionals in BC regardless of their geographic location and/or institutional affiliation. We anticipate that this information will be useful to and supportive of others in developing simulation collaborations in their respective regions.