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This presentation was from the International Meeting on Simulation in Healthcare (IMSH) 2012 in San Diego, California. For further information, contact gabriel.reedy*at*kcl.ac.uk
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Educational Theory and Simulation Exploring and Understanding Theories
About Why Simulation Works
Where am I from? SaIL at St Thomas’
SaIL at Kings College Hospital
SaIL at Guy’s Hospital
SaIL at SLAM
SaIL at King’s College London
1. Nurse or Nurse Practitioner 2. Midwife 3. Doctor 4. Other Healthcare Professional
(e.g., Respiratory Therapist, Pharmacist, etc)
5. Healthcare Administrator 6. Educator/Academic
Who are we? Page 3
Understand how simulation as a medical education medium can be informed by research and theory on how people learn.
Propose a few cognitive theoretical perspectives that could be used to inform the use and evaluation of simulation in medical education.
Evaluate the applicability of various cognitive theoretical perspectives on simulation as a medical education medium.
Objec'ves
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“You see, Grandmama, before you extract the contents of this bird's egg by suction, you must make an incision at one extremity, and a corresponding orifice at the other.” “Dearie me! And we used to just make a hole at each end.”
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1. Instructional Design Theory/ISD
2. Expert/Novice Skill Acquisition Theory (Dreyfus)
3. See one, do one, teach one
4. Action learning (Argyris), Reflective Practice (Schön)
5. Experiential learning (Kolb, Honey and Mumford)
6. Deliberate Practice (Ericsson), Mastery learning (Bloom)
7. Constructivist Learning (Bruner)
8. Sociocultural theory (Vygotsky)
9. Communities of Practice (Lave and Wenger)
10. YOU DIDN’T LIST MY FAVORITE THEORY!
What learning theory is most useful? Page 9
What happens
in learning?
Educational technology
Cognitive psychology
Computer science
Anthropology and other
social sciences
Learning Sciences: Help for Understanding Simulation? Page 10
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What is the nature of learning that occurs in simulation? What does learning look like? How can we gather evidence of learning? How is simulation reflective of practice? How can we design learning experiences in
order to take advantage of what we know about how people learn?
Learning Sciences Research Questions Page 14
Legitimate Peripheral Participation as a lens for understanding what we are trying to do in simulation • What roles do learners to take and why? • What opportunities do we create for safe but legitimate
peripheral participation opportunities for simulation learners?
• How can we bring highly trained and motivated faculty into the world of simulation education?
• How do we push some learners to the margins in simulation learning?
Learning Sciences Research Questions Page 15
Situated Cognition as a framework for appreciating, evaluating, or understanding what is happening in simulation • To what extent is learning embedded in the social and
physical contexts of practice? • How do traditional notions of fidelity need to be re-
examined in order to provide a valuable learning experience?
• How does true inter-professional education in a simulated environment impact the learning experience for doctors, nurses, and midwives?
Learning Sciences Research Questions Page 16
Distributed Cognition as a way of understanding how artifacts, people, and the environment work together and how learning occurs in those settings • How is learning to be a medical professional
distributed among the tools, the environment, and other aspects of the context in which we work?
• How can we create meaningful learning environments that recognize the distributed nature of our work?
• How does a group of professionals at a GP practice work together in their own setting to manage rare emergency events?
Learning Sciences Research Questions Page 17
Look at simulation as a medical education medium that can be informed by research and theory on how people learn.
Propose a few cognitive theoretical perspectives that could be used to inform the use and evaluation of simulation in medical education.
Evaluate the applicability of various cognitive theoretical perspectives on simulation as a medical education medium.
What have we done?
The emphasis on finding and describing “knowledge structures” that are somewhere “inside” the individual encourages us to overlook the fact that human cognition is always situated in a complex sociocultural world and cannot be unaffected by it. —Hutchins, 1995 Dr Gabriel Reedy
Lecturer in Higher Education
King’s College London
Simulation and Interactive Learning (SaIL Centre)
