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During the first year of life, babies learn skills of movement which serve them not only for their present stage, but are building blocks for future stages. There are special qualities of the learning process in early development stages, which allow the learned experiences to be generalized in later stages.
For example the skills that are learned in horizontal locomotion (crawling) are also applied in walking. This learning process is playful and rich with mistakes It is complex in the sense that at each moment there is an overlap of a few functions. For example, keeping the balance while lifting a toy.By observing video clips of a few babies playing, we will see some of the necessary qualities of the learning process.
We will also see movement lessons given to disabled children, providing them with the normal ingredients of the learning process, in spite of their disabilities.

In 1999, the important report on patient safety To Err is Human was issued by the US National Institute of Medicine. It indicated that health care is far less safe than it should be and that deaths due to medical errors in the US near 100,000 people annually. Simulation based medical education has been recognized as a powerful tool in addressing patient safety and quality-care training as it acknowledges the adult learning concepts that experiential and immersive learning improves the absorption and retention of skills and knowledge. Thus, the Patient Safety Curriculum for Medical Schools, which has been recently released by the WHO Patient Safely Alliance, highly recommends the use of simulation-based training in medical schools to convey the safety message to medical students worldwide.
Simulation in health care is used to reproduce real patient experiences/encounters with guided and controlled simulation based scenarios. It offers a safe and “mistake-forgiving” environment where trainees can learn from their errors without the risk of harming real patients. Training is learner oriented, which enables consideration of the trainees’ needs, deficiencies, and their pace of learning, without the ethically disturbing use of actual patients that is associated with traditional bedside teaching. Simulation provides a hands-on empirical educational modality, enabling controlled proactive exposure of trainees to both regular and complex, uncommon clinical scenarios. This modality further supplies a unique opportunity for team training, an important contributing factor to enhance patient safety that is seldom addressed in traditional medical education. Another important benefit is the reproducible, standardized, objective setting it provides for assessment purposes.
Simulation-based medical education (SBME) is a rapidly growing field, as is illustrated by the increased development of simulation centers worldwide. The general model of most facilities focuses on a single simulation modality or a specific branch of medicine or health care, limiting their overall impact on patient safety and quality of care across the health care systems. MSR, the Israel Center for Medical Simulation, is a comprehensive, national, multimodality, multidisciplinary medical simulation center dedicated to enhancing hands-on medical education, performance assessment, patient safety, and quality of care by improving clinical and communication skills. The center uses an “error-driven” educational approach, which recognizes that errors
המחלקה להוראת המדעים
Department of Science Teaching
provide an opportunity to create a unique beneficial learning experience. The center is designed as a virtual medical environment and encompasses the whole spectrum of medical simulation modalities. These include simulated patients, advanced task trainers and virtual reality surgical simulators, and cutting-edge, computer-driven, full-body mannequins, that enable team training for high risk clinical conditions.
The lecture will review the evolution, current status and trends in medical simulation. It will also focus on the challenges and lessons learned from the Israeli experience in operating a national simulation center since 2001 and conducting national simulation-based training and assessment programs in multiple fields including simulation-based admission to medical schools, mandatory interns' preparedness workshops and other simulation-based applications for health professionals. It will conclude with describing the actual and potential impact of simulation-based education on revolutionizing the 21st century educational paradigm and safety culture.

We use the first compilation of 72 core-collapse supernovae (SNe) from the Palomar Transient Factory (PTF) to study their observed subtype distribution in dwarf galaxies compared to giant galaxies. We find more core-collapse SNe in dwarf galaxies than expected and several interesting trends emerge. We use detailed subclassifications of stripped-envelope core-collapse SNe and find that all Type I core-collapse events occurring in dwarf galaxies are either SNe Ib or broad-lined SNe Ic (SNe Ic-BL), while ``normal'' SNe Ic dominate in giant galaxies. We also see a significant excess of SNe IIb in dwarf hosts. We hypothesize that in lower metallicity hosts, metallicity-driven mass loss is reduced, allowing massive stars that would have appeared as ``normal'' SNe Ic in metal-rich galaxies to retain some He and H, exploding as Ib/IIb events. At the same time, another mechanism allows some stars to undergo extensive stripping and explode as SNe Ic-BL (and presumably also as long-duration gamma-ray bursts). Our results are still limited by small number statistics, and our measurements of the observed N(Ib/c)/N(II) ratio in dwarf and giant hosts (0.25_(-0.15)^(+0.3) and 0.23_(-0.08)^(+0.11), respectively; 1 sigma errors) are consistent with previous studies and theoretical predictions. As additional PTF data accumulate, more robust statistical analyses will be possible, allowing the evolution of massive stars to be probed via the dwarf-galaxy SN population.