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

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. R...

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Autores principales: Frerejean, Jimmy, van Merriënboer, Jeroen J. G., Condron, Claire, Strauch, Ulrich, Eppich, Walter
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9951482/
https://www.ncbi.nlm.nih.gov/pubmed/36823641
http://dx.doi.org/10.1186/s41077-023-00242-7
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author Frerejean, Jimmy
van Merriënboer, Jeroen J. G.
Condron, Claire
Strauch, Ulrich
Eppich, Walter
author_facet Frerejean, Jimmy
van Merriënboer, Jeroen J. G.
Condron, Claire
Strauch, Ulrich
Eppich, Walter
author_sort Frerejean, Jimmy
collection PubMed
description 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.
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spelling pubmed-99514822023-02-25 Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer Frerejean, Jimmy van Merriënboer, Jeroen J. G. Condron, Claire Strauch, Ulrich Eppich, Walter Adv Simul (Lond) Methodological Intersections 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. BioMed Central 2023-02-24 /pmc/articles/PMC9951482/ /pubmed/36823641 http://dx.doi.org/10.1186/s41077-023-00242-7 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Methodological Intersections
Frerejean, Jimmy
van Merriënboer, Jeroen J. G.
Condron, Claire
Strauch, Ulrich
Eppich, Walter
Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title_full Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title_fullStr Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title_full_unstemmed Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title_short Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer
title_sort critical design choices in healthcare simulation education: a 4c/id perspective on design that leads to transfer
topic Methodological Intersections
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9951482/
https://www.ncbi.nlm.nih.gov/pubmed/36823641
http://dx.doi.org/10.1186/s41077-023-00242-7
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