You are here:

Theoretical and pedagogical underpinnings of simulation-based healthcare and medical education
PROCEEDINGS

, University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

This thematic review aims to examine the learning theories and pedagogical models that have been used in simulation-based education in healthcare and medicine. The study reviewed 53 quantitative and qualitative studies in which underlying theories or pedagogical methods are explained and examined to some extent. The results section is divided into two parts: theoretical and pedagogical perspectives of simulation-based learning. Based on the review, some suggestions for further development and research are given.

Citation

Keskitalo, T. (2015). Theoretical and pedagogical underpinnings of simulation-based healthcare and medical education. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1085-1093). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alexander, P.A., Schallert, D.L., & Reynolds, R.E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44(3), 176–192.
  2. Alinier, G. (2011). Developing high-fidelity healthcare simulation scenarios: A guide for educators and professionals. Simulation Gaming, 42(1), 9–26.
  3. Anderson, J.M., Aylor, M.E., & Leonard, D.T. (2008). Instructional design dogma: Creating planned learning experiences in simulation. Journal of Critical Care, 23, 595–602.
  4. Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385–405.
  5. Bland, A., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today, 31, 664–670.
  6. Brewer, E.P. (2011). Succesful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship, 43(3), 311–317.
  7. Broussard, L., Myers, R., & Lemoine, J. (2009). Preparing pediatric nurses: The role of simulation-based learning. Issues in Comprehensive Pediatric Nursing, 32, 4–15.
  8. Bruner, J. (1975). The ontogenesis of speech acts. Journal of Child Language, 2, 1–40.
  9. Bryson, E.O., & Levine, A.I. (2008). The simulation theater: A theoretical discussion of concepts and constructs that enhance learning. Journal of Critical Care, 23, 185–187.
  10. Chakravarthy, B., Ter Haar E., Bhat S.S., McCoy C.E., Denmark, T.K., & Lotfipour S. (2011). Simulation in medical school education: Review for emergency medicine. The Western Journal of Emergency Medicine 12 (4), 461–466.
  11. Clapper, T.C. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. Clinical Simulation in Nursing, 6, e7–e14.
  12. Cleave-Hogg, D., & Morgan, P.J. (2002). Experiential learning in an anesthesia simulation centre: Analysis of students’ comments. Medical Teacher, 24, 23–26.
  13. Cobb, P., & Yackel, E. (1999). Constructivist, emergent, and sociocultural perspectives in the context of development research. Educational Psychologist, 31, 175–190.
  14. Cook, D.A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J.H., Wang, A.T., Erwin, P.J., & Hamstra, S.J. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. The Journal of the American Medical Association (JAMA), 306(9), 979–988.
  15. Craft, C., Feldon, D.F., & Brown, E.A. (2014). Instructional design affects the efficacy pf simulation-based training in central venous catheterization. The American Journal of Surgery, 207, 782–789.
  16. DeMaria, S., Bryson, E.O., Mooney, T.J., Silverstein, J.H., Reich, D.L., Bodian, C., & Levine, A.I. (2010). Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance. Medical Education, 44, 1006–1015.
  17. Dieckmann, P., Friis, S.M., Lippert, S.M.F., & Østergaard, D. (2012). Goals, success factors, and barriers for simulation-based learning: A qualitative interview study in healthcare. Simulation& Gaming, 43(5), 627–647.
  18. Dieckmann, P., Friis, S.M., Lippert, A., & Østergaard, D. (2009). The art and science of debriefing in simulation: Ideal and practice. Medical Teacher, 31, 287–294.
  19. Dieckmann, P., Gaba, D., & Rall, M. (2007). Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare, 2, 183–193.
  20. Dieckmann, P., & Rall, M. (2007). Simulators in anaesthetic training to enhance patient safety. In J.N. Cashman & R.M. Grounds (Eds.), Recent Advances in Anesthesia & Intensive Care 24 (pp. 211–232). Cambridge: Cambridge
  21. Dolmans, D.H.J.M., De Grave, W., Wolfhagen, I.H.A.P., & Vander Vleuten C.P.M. (2005). Problembased learning: future challenges for educational practice and research. Medical Education, 39, 732–741.
  22. Dreifuerst, K.T. (2012). Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. Journal of Nursing Education, 51, 326–333.
  23. Dufrene, C., & Young, A. (2014). Successful debriefing– Best methods to achieve positive learning outcomes: A literature review. Nurse Education Today, 34(3), 372–376.
  24. Eaves, R.H., & Flagg, A.J. (2001). The U.S. Air Force pilot simulated medical unit: A teaching strategy with multiple applications. Journal of Nursing Education, 40(3), 110–116.
  25. Eva, K.W. (2008). Editorial. On the limits of systematicity. Medical Education, 42, 852–853.
  26. Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2, 115–125.
  27. Figueroa, M.I., Sepanski, R., Goldberg, S.P., & Shah, S. (2013). Improving teamwork, confidence, and collaboration among members of a pediatric cardiovascular intensive care unit multidisciplinary team using simulation-based team training. Pediatric Cardiology, 34(3), 612–619.
  28. Franklin, A.E., Boese, T., Gloe, D., Lioce, L., Decker, S., Sando, C.R., Meakim, C., & Borum, J.C. (2013). Standards of Best Practice: Simulation Standard IV: Facilitation. Clinical Simulation in Nursing, 9(6), 19-21.
  29. Gaba, D. (2004). The future vision of simulation in healthcare. Quality and Safety in Healthcare, 13(1), 2–10.
  30. Gough, S., Hellaby, M., Jones, N., & MacKinnon, R. (2012). A review of undergraduate interprofessional simulation-based education (IPSE). Collegian, 19, 153–170.
  31. Hayden, J.K., Smiley, R.A., Alexander, M., Kardong-Edgren, S., & Jeffries, P.R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), 1–66.
  32. Harder, N.B. (2009). Evolution of simulation use in healthcare education. Clinical Simulation in Nursing, 5, 169– 172.
  33. Helle, L., & Säljö, R. (2012). Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning. Instructional Science, 40, 737–744.
  34. Hope, A., Garside, J., & Prescott, S. (2011). Rethinking theory and practice: Pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. Nurse Education Today, 31, 711–715.
  35. Irby, D.M. (1995). Teaching and learning in ambulatory care settings: A thematic review of the literature. Academic Medicine, 70(10), 898–931.
  36. Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., Gordon, D.L., & Scalese R.J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27, 10–28.
  37. Keskitalo, T. (2012). Students’ expectations of the learning process in virtual reality and simulation-based learning environments. Australasian Journal of Educational Technology, 28(5), 841–856.
  38. Keskitalo, T., Ruokamo, H., & Gaba, D. (2014). Towards meaningful simulation-based learning with medical students and junior physicians. Medical Teacher, 36(3), 230–239.
  39. Kneebone, R. (2003). Simulation in surgical training: Educational issues and practical applications. Medical Education, 37, 267–277.
  40. Kneebone, R. (2005). Evaluating clinical simulations for learning procedural skills: A theory-based approach. Academic Medicine, 80(6), 549–553.
  41. Kneebone, R., Scott, W., Darzi, A., & Horrocks, M. (2004). Simulation and clinical practice: Strengthening the relationship. Medical Education, 38, 1095–1102.
  42. Knowles, M.S., Holton, E.F., & Swanson, R.A. (1998). The adult learner (5th ed.). Houston, TX: Gulf.
  43. Konia, M., & Yao, A. (2013). Simulation a new educational paradigm? The Journal of Biomedical Research, 27(2), 75–80.
  44. Lane, J.L., Slavin, S., & Ziv, A. (2001). Simulation in medical education: A review. Simulation& Gaming, 32(3), 297–314.
  45. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge.
  46. Maran, N.J., & Glavin, R.J. (2003). Low-to high-fidelity simulation―a continuum of medical education? Medical Education, 37(1), 22–28.
  47. McGaghie, C., Issenberg, S.B., Petrusa, E.R., & Scalese, R.J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44, 50–63.
  48. Morgan, P.J., & Cleave-Hogg, D. (2002). Comparison between medi-cal students’ experience, confidence and competence. Medical Education, 366, 534–539.
  49. Paige, J.T., Arora, S., Fernandez, G., & Seymour, N. (2015). Debriefing 101: training faculty to promote learning in simulation-based training. American Journal of Surgery, 209, 126–131.
  50. Paskins, Z., & Peile, E. (2010). Final year medical students’ views on simulation-based teaching: A comparison with the Best Evidence Medical Education Systematic Review. Medical Teacher, 32, 569–577.
  51. Perkins, G.D. (2007). Simulation in resuscitation training. Resuscitation, 73, 202–211.
  52. Poore, J.A., Cullen, D.L., & Schaar, G.L. (2014). Simulation-based interprofessional education guided by Kolb’s experiential learning theory. Clinical Simulation in Nursing, 10, 241–247.
  53. Rall, M., & Dieckmann, P. (2005). Simulation and patient safety: The use of simulation to enhance patient safety on a systems level. Current Anaesthesia & Critical Care, 16, 273–281.
  54. Rudolph, J.W., Simon, R., Rivard, P., Dufresne, R.L., & Raemer, D.B. (2007). Debriefing with good judgment: Combining rigorous feed-back with genuine inquiry. Anesthesiology Clinics, 25, 361–376.
  55. Silvennoinen, M. (2014). Training surgical skills in a simulated and authentic environment: Expertise challenges in development of surgical laparoscopy practicing. Doctoral Dissertation, Jyväskylä Studies in Computing 195. Jyväskylä: Jyväskylä University Printing House.
  56. Steinwachs, B. (1992). How to facilitate debriefing. Simulation& Gaming, 23(2), 186–192.
  57. Van Soeren, M., Devlin-Cop, S., MacMillan, K., Baker, L., Egan-Lee, E., & Reeves, S. (2011). Simulated in professional education: An analysis of teaching and learning processes. Journal of Interprofessional Care, 25(6), 434–440.
  58. Wang, E.E. (2011). Simulation and adult learning. Disease a Month, 57, 664–678.
  59. Weller, J.M. (2004). Simulation in undergraduate medical education: bridging the gap between theory and practice. Medical Education, 38, 32–38.
  60. Woolley, N.N., & Jarvis, Y. (2007). Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Education Today, 27, 73– 79.
  61. Ziv, A., Small, S.D., & Wolpe, P.R. (2000). Patient safety and simulation-based medical education. Medical Teacher, 22(5), 489–495.
  62. Østergaard, H.T., Østergaard, D., & Lippert, A. (2007). Implementation of team training in medical education in Denmark. Quality and Safety in HealthCare, 13, 91–95.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References