TY - JOUR
T1 - Critical design choices in healthcare simulation education
T2 - a 4C/ID perspective on design that leads to transfer
AU - Frerejean, Jimmy
AU - van Merriënboer, Jeroen J.G.
AU - Condron, Claire
AU - Strauch, Ulrich
AU - Eppich, Walter
N1 - Publisher Copyright:
© 2023, The Author(s).
PY - 2023/12/1
Y1 - 2023/12/1
N2 - Background: Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance. Recommendations: This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities. Conclusions: More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.
AB - Background: Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance. Recommendations: This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities. Conclusions: More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.
KW - 4C/ID
KW - Instructional design
KW - Simulation-based education
KW - Simulation-enhanced education
KW - Transfer of learning
U2 - 10.1186/s41077-023-00242-7
DO - 10.1186/s41077-023-00242-7
M3 - Article
C2 - 36823641
SN - 2059-0628
VL - 8
JO - Advances in Simulation
JF - Advances in Simulation
IS - 1
M1 - 5
ER -