Simulation-a new educational paradigm?

Konia, Mojca Remskar; Yao, Aubrey P

doi:10.7555/jbr.27.20120107

Cited by 23 publications

(5 citation statements)

References 41 publications

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“…Les étudiants expérimentent des scénarios de simulation répliquant des situations qui constitueront le quotidien des futurs professionnels. La pédagogie est donc revisitée ou refondue à partir des situations de travail – au point que certains chercheurs parlent de « nouveau paradigme dans l’apprentissage » (Konia et Yao, 2013).…”

Section: Qu’est-ce Au Juste Que La Simulation ?unclassified

Formation par simulation et simulation comme méthode qualitative innovante en sociologie

Orival

2024

Bulletin of Sociological Methodology/Bulletin de Méthodologie S

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L’intention de cet article est de partager une expérience méthodologique basée sur la simulation immersive et de voir comment et à quelles conditions cette dernière peut être utilisée comme une méthode de recherche qualitative innovante en sociologie. Après avoir distingué deux types de simulation – simulation de type I et de type II –, l’utilisation de cette méthode dans un programme de recherche sur les technologies numériques en santé sera exposée, et les coulisses de sa mise en œuvre et de la méthode discutées. Cette méthode est apparue particulièrement pertinente pour avoir accès à une réalité difficile à atteindre autrement et comme un outil fécond pour recueillir des données qualitatives par des voies différentes que l’entretien ou l’observation. Les apports proprement sociologiques de cette méthode sont à considérer et pourraient être discutés, appropriés, et réinvestis dans d’autres enquêtes.

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Section: Qu’est-ce Au Juste Que La Simulation ?unclassified

Formation par simulation et simulation comme méthode qualitative innovante en sociologie

Orival

2024

Bulletin of Sociological Methodology/Bulletin de Méthodologie S

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“…Reflection (debriefing) immediately after a simulation is considered the most important component of a simulation, as it consolidates learning that (often subconsciously) took place during the simulation. [23] It allows students to develop new insights that direct their future performance as a result of learning through experiencing. [24] It is a vital cognitive step in the critical thinking process, as the identification and evaluation of what did/did not work are essential to improve knowledge and problemsolving skills.…”

Section: Post-simulation Reflection and Critical Thinkingmentioning

confidence: 99%

Cognitive load theory in simulations to facilitate critical thinking in radiography students

Louw

2021

AJHPE

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The World Economic Forum identified complex problem solving, critical thinking skills that facilitate it and creativity as the top skills needed in 2020 and beyond. [1] Critical thinking broadly consists of three components, i.e. information, processing (thinking) skills and the habit of using the processed information to direct behaviour. [2] In the health professions, the ability to gather information and evaluate associated assumptions and evidence to guide courses of action are key to preventing and solving problems. [3] Numerous studies reported that high-fidelity simulations are useful to improve critical thinking, decision-making, confidence, all-round communication skills and readiness for practice, [4][5][6] and in medical and nursing education, it is extensively used to link classroom teaching to clinical practice. [7][8][9][10] The essence of simulation-based education in healthcare is to expose students to real-life situations without the risk of harming patients, while they pursue specific learning outcomes. [11,12] The innate authentic nature of highfidelity simulations can however profoundly increase students' cognitive load, which may affect their learning experience and clinical performance. The incorporation of cognitive load theory (CLT) to facilitate the development of simulations that consider the cognitive interplay between working memory and long-term memory to optimise learning, [13] is therefore indicated. CLT is based on the principle that a person's working memory -the part concerned with learning and problem solving -has a limited capacity when dealing with novel information. However, when the working memory can access appropriate information stored in the long-term memory, its capacity seems to be limitless. [14] Students' total working memory load or cognitive load consists of the sum of the intrinsic cognitive load and the extraneous cognitive load. Intrinsic load (IL) refers to the inherent difficulty of the information or simulation, while extraneous load (EL) mostly refers to suboptimal instructional design factors that do not enhance learning. [15] Should either one or both components exceed working memory capacity, learning will be impaired. In developing simulation scenarios, educators should therefore consider the inherent difficulty of the scenario and increase students' working memory capacity accordingly by way of populating their long-term memories with the necessary information prior to the simulation. [15] Several interacting scenario elements that need to be considered simultaneously during the simulation, should preferably not be based on skills not yet mastered, [15] and a simulation requiring e.g. clinical reasoning, decision-making and complex communication, should be written around radiographic procedures that students can competently perform without much thinking. It is, however, also true that a slightly excessive cognitive load often results in associated increased learning, [14] and educators' challenge is to find the balance between an increased cognitive loa...

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“…As any other aspect of contemporary life, an old and established field of CME undergoes a transformation into a “digital age”. Many medical education providers are attempting to disrupt a traditional approach of a case review followed by multiple-choice questions with virtual simulation [ 1–7 ]. This new approach, albeit a more interactive and efficient way of engaging the learner, identifying gaps in knowledge, and improving competence [ 8 ], is much more difficult to develop as regular medical faculty are not equipped to create digitalised complex virtual cases.…”

Section: Introductionmentioning

confidence: 99%

Virtual patient simulation platforms challenging traditional CME: Identification of gaps in knowledge in the management of Type 2 diabetes and Hyperlipidaemia

Iancu¹,

Pozniak²,

Draznin

2021

Journal of European CME

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Simulation-a new educational paradigm?

Cited by 23 publications

References 41 publications

Formation par simulation et simulation comme méthode qualitative innovante en sociologie

Formation par simulation et simulation comme méthode qualitative innovante en sociologie

Cognitive load theory in simulations to facilitate critical thinking in radiography students

Virtual patient simulation platforms challenging traditional CME: Identification of gaps in knowledge in the management of Type 2 diabetes and Hyperlipidaemia

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