Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer

Advances in Simulation

Methodological Intersections

Claire Condron¹  Walter Eppich¹  Jeroen J. G. van Merriënboer²  Jimmy Frerejean³  Ulrich Strauch⁴ 

[1] RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland;School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands;School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands;Simulation Center Maastricht University Medical Center+, Maastricht, the Netherlands;Simulation Center Maastricht University Medical Center+, Maastricht, the Netherlands;Department of Intensive Care, Maastricht University Medical Center +, Maastricht, the Netherlands;

关键词: Simulation-based education;    Simulation-enhanced education;    Instructional design;    Transfer of learning;    4C/ID;   

DOI  :  10.1186/s41077-023-00242-7

 received in 2022-08-19, accepted in 2023-01-12,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundHealthcare 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.RecommendationsThis 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.ConclusionsMore 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.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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