instructional_design:simulation-based_learning
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instructional_design:simulation-based_learning [2011/05/10 10:03] jpetrovic [What is the practical meaning of simulation-based learning?] |
instructional_design:simulation-based_learning [2011/05/10 10:05] jpetrovic [What is the practical meaning of simulation-based learning?] |
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| As simulation-based learning is frequently used in medical education((For motivation see [[http://ukpmc.ac.uk/articles/PMC2966567//reload=0;jsessionid=88C01753EF2DA054F6DFA0A3A67437B6.jvm4|Lateef, Fatimah. Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma, and Shock 3, no. 4: 348. 2010.]])), a recent study has examined result of 670 related articles and identified 10 key aspects of simulation-based learning in medical education which enhance learning(([[http://chua2.fiu.edu/nursing/anesthesiology/courses/ngr%206715%20insttech/slides/beme%20issenberg%20et%20al.pdf|Barry Issenberg, S., William C. Mcgaghie, Emil R. Petrusa, David Lee Gordon, and Ross J. Scalese. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher 27, no. 1: 10-28. January 2005.]])): | As simulation-based learning is frequently used in medical education((For motivation see [[http://ukpmc.ac.uk/articles/PMC2966567//reload=0;jsessionid=88C01753EF2DA054F6DFA0A3A67437B6.jvm4|Lateef, Fatimah. Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma, and Shock 3, no. 4: 348. 2010.]])), a recent study has examined result of 670 related articles and identified 10 key aspects of simulation-based learning in medical education which enhance learning(([[http://chua2.fiu.edu/nursing/anesthesiology/courses/ngr%206715%20insttech/slides/beme%20issenberg%20et%20al.pdf|Barry Issenberg, S., William C. Mcgaghie, Emil R. Petrusa, David Lee Gordon, and Ross J. Scalese. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher 27, no. 1: 10-28. January 2005.]])): | ||
| - | * providing feedback to the students, | + | * providing **feedback** to the students, |
| - | * repetitive practice leading to skill improvement, | + | * repetitive **practice** leading to skill improvement, |
| - | * curriculum integration of simulation-based learning, | + | * curriculum **integration** of simulation-based learning, |
| - | * practicing with range of difficulty levels (usually increasing), | + | * practicing with range of **difficulty levels** (usually increasing), |
| - | * multiple learning strategies and not just teacher-centered approach, | + | * multiple **learning strategies** and not just teacher-centered approach, |
| * using simulators that reflect a variety of patient problems, | * using simulators that reflect a variety of patient problems, | ||
| * controlled environment where there is no negative consequences of an error, | * controlled environment where there is no negative consequences of an error, | ||
| - | * active individualized learning, | + | * **active** individualized learning, |
| - | * clearly defined and measured outcomes, | + | * clearly defined and measured **outcomes**, |
| * simulator is a highly similar to actual clinical practice. | * simulator is a highly similar to actual clinical practice. | ||
instructional_design/simulation-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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