Differences

This shows you the differences between two versions of the page.

--- instructional_design:simulation-based_learning [2011/05/10 08:34]
jpetrovic [What is simulation-based learning?]
+++ instructional_design:simulation-based_learning [2011/05/10 10:05]
jpetrovic [What is the practical meaning of simulation-based learning?]
@@ Line 29: / Line 29: @@
 Simulation-based learning **examples** can today often be found in medical ((See: [[http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2923.37.s1.10.x/full|Issenberg, S. B., Pringle, S., Harden, R. M., Khogali, S. and Gordon, M. S. Adoption and integration of simulation-based learning technologies into the curriculum of a UK Undergraduate Education Programme. Medical Education 37, no. s1: p42-49. November 2003.]])), physics((See: [[http://findarticles.com/p/articles/mi_hb1420/is_200810/ai_n32305315/?tag=mantle_skin;content|Lee, Yu-Fen, and Yuying Guo. Explore Effective Use of Computer Simulations for Physics Education. Journal of Computers in Mathematics and Science Teaching 27, no. 4: 443-466. October 2008.]])), biology(([[http://wolfweb.unr.edu/homepage/crowther/ejse/akpan.html|Akpan, Joseph P. Issues Associated with Inserting Computer Simulations into Biology Instruction:
 A Review of the Literature 5, no. 3, 2001.]])) education and other fields as well and the results were positive(([[http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2006.02528.x/pdf|McGaghie, W. C., Issenberg, S. B., Petrusa, E. R.  and Scalese, R. J. Effect of practice on standardised learning outcomes in simulation-based medical education. Medical Education 40, no. 8: p792-797. August 2006.]])). An example of this is "[[http://library.nymc.edu/HARVEY/harvey.cfm|Harvey]]", a cardiology patient simulator. A recent study(([[http://www.med.uni-frankfurt.de/lehre/literatur/container_journal_club/Simulation-based_training.pdf|Steadman, Randolph, H., Coates, Wendy C., Huang, Y. M., Matevosian, R., Larmon, Baxter R., McCullough, L. and Ariel, D. Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills. Critical Care Medicine 34, no. 1: p151-157. January 2006.]])) has further showed the superiority of simulation-based learning to [[instructional_design:problem-based learning]] (also applied in medicine schools) in case of learning of critical assessment and management skills.
+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,
+  * repetitive **practice** leading to skill improvement,
+  * curriculum **integration** of simulation-based learning,
+  * practicing with range of **difficulty levels** (usually increasing),
+  * multiple **learning strategies** and not just teacher-centered approach,
+  * using simulators that reflect a variety of patient problems,
+  * controlled environment where there is no negative consequences of an error,
+  * **active** individualized learning,
+  * clearly defined and measured **outcomes**,
+  * simulator is a highly similar to actual clinical practice.
 ===== Criticisms =====
-Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is **hard** and that they **have problems** in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientiﬁc reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and **gained knowledge**(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that **richness of the information** a student can extract from a simulation makes his **learning more difficult**.
+Many previous studies in this area found that, at least for **novice learners**, simulation-based learning is hard and that they have problems in establishing goals and their results in learning through simulation((Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. Scientiﬁc reasoning across different domains. In E. de Corte, M. Linn, H. Mandl and L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (p345–373). Berlin: Springer. 1992.))(([[http://www.cs.ubc.ca/~conati/522/532b/papers/SmithTown.pdf|Shute, V. J., & Glaser, R. A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, p51–77. 1990.]])) or that they have **problems with verbalizing** results and gained knowledge(([[http://doc.utwente.nl/26419/1/K26419__.PDF|Njoo, M., and De Jong, T. Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, p821–844. 1993.]])). It seemed that richness of the information a student can extract from a simulation makes his **learning more difficult** unless it is first simplified and well structured.
-===== Keywords =====
+===== Keywords and most important names =====
   * **Simulation-based leaning**
+  * [[http://users.edte.utwente.nl/jong/|Ton de Jong]]
 ===== Bibliography =====

Learning Theories

User Tools

Site Tools

Differences

Page Tools