Simulation Education Theory

Becker, Les; Hermosura, Belinda

doi:10.1007/978-3-319-98995-2_2

Cited by 14 publications

(18 citation statements)

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“…An extensive review on the use of serious games for management is provided in da Silva et al (2019), including the analysis of previous studies on the subject. Likewise, an overview of the SE theoretical fundamentals can be found in Becker and Hermosura (2019).…”

Section: Recent Work On Simulation-based Educationmentioning

confidence: 99%

Simulation-based education involving online and on-campus models in different European universities

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et al. 2020

Int J Educ Technol High Educ

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Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends.

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Section: Recent Work On Simulation-based Educationmentioning

confidence: 99%

Simulation-based education involving online and on-campus models in different European universities

Campos

Nogal

Cáliz³

et al. 2020

Int J Educ Technol High Educ

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“…Task fidelity was also identified by students as an important aspect of the VDCECC learning environment and assessment strategy that enhanced the realism of the simulation through replicating the professional role [32,33].…”

Section: "… An Area For Frames To Be Selected Just Like Most Eye Clin...mentioning

confidence: 99%

“…The development of skills in virtual simulation has been discussed by literature in context of realism/congruence [32]. Learning is positively affected in simulations that have physical and performance features that match real life experience [37].…”

Section: Realismmentioning

confidence: 99%

“…Although high physical fidelity is often a goal in simulation development, achieving this can be costly in terms of resources. In addition, a higher level of detail increases the cognitive workload for students, and as a result can actually impede learning [32,37]. In fact, in research on complex procedures in surgical training, for higher order cognitive tasks, simpler simulations can achieve elevated skills training [39].…”

Section: Fidelitymentioning

confidence: 99%

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The perceived value and impact of virtual simulation-based education on students’ learning: a mixed methods study

et al. 2022

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Background Virtual simulations are used throughout healthcare training programs to enable development of clinical skills, however the potential for virtual simulation to enhance cognitive and affective skills is less well understood. This study explored pre-clinical optometry students’ perceptions of the impact of virtual simulation on the development of core competency skills including patient-centred care, communication, scientific literacy, and evidence-based practice. Methods A mixed methods study was conducted using pre-existing anonymized data from an electronic survey distributed to pre-clinical optometry students enrolled in the double degree Bachelor of Vision Science/Master of Optometry at Deakin University, Australia. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis. Results A total of 51 responses were analyzed. Students reported that virtual simulation motivated them to become an optometrist (93%) and to learn beyond the course material (77%). Students reported that after participating in the virtual simulation, their core competency skills improved: patient-centered care (100%) evidence-based practice (93%) and clinical reasoning (93%). The themes identified through qualitative analysis were: enablers to cognitive experience in virtual simulation in optometry education, realism of the virtual simulation design, dimensions of fidelity in virtual simulations design replicated the complexity of the optometric environment, virtual simulation as an enabler for learning and assessment in optometry education, a place to develop cognitive and affective skills and application of learning in the virtual simulation developed an appreciation of future roles and professional identity. Conclusion Optometry students perceived virtual simulation in optometric education as a valuable training and assessment strategy enabled by qualities that generate contextual, cognitive, functional, task and psychological fidelity. The data provide insight to inform how optometry educators can incorporate simulation into the curriculum.

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“…Simulation-based educational (SBE) methods are recognized as an established component of medical training for medical students and doctors (Palés & Gomar, 2010;Lateef, 2010;Becker & Hermosura, 2019). According to Vázquez and Guillamet (2009), simulation-based training consists of replacing reality with a simulated scenario in which students and professionals can train in order to acquire communication, psychomotor or teamwork skills (Okuda et al, 2009).…”

Section: Simulation-based Learning (Sbl)mentioning

confidence: 99%