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 [2023/06/19 18:03] (current) |
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| ===== What is the practical meaning of simulation-based learning? ===== | ===== What is the practical meaning of simulation-based learning? ===== | ||
| - | 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: | + | 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((See: [[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. | 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.]])): | 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.1305014618.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
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