This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision | ||
instructional_design:simulation-based_learning [2011/05/10 10:04] jpetrovic [What is the practical meaning of simulation-based learning?] |
instructional_design:simulation-based_learning [2023/06/19 18:03] (current) |
||
---|---|---|---|
Line 27: | Line 27: | ||
===== 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. | ||
Line 33: | Line 33: | ||
* 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. |