4. Pedagogy in Simulation-Based Training in Healthcare

  1. Kirsty Forrest3,
  2. Judy McKimm4 and
  3. Simon Edgar5
  1. Peter Dieckmann1 and
  2. Charlotte Ringsted2

Published Online: 19 JUL 2013

DOI: 10.1002/9781118748039.ch4

Essential Simulation in Clinical Education

Essential Simulation in Clinical Education

How to Cite

Dieckmann, P. and Ringsted, C. (2013) Pedagogy in Simulation-Based Training in Healthcare, in Essential Simulation in Clinical Education (eds K. Forrest, J. McKimm and S. Edgar), John Wiley & Sons, Ltd, Oxford, UK. doi: 10.1002/9781118748039.ch4

Editor Information

  1. 3

    Professor, Director of Medical Education, Australian School of Advanced Medicine, Macquarie University, Sydney, Australia

  2. 4

    Dean and Professor of Medical Education, Swansea University, Swansea, UK

  3. 5

    Consultant Anaesthetist, Education Coordinator, Scottish Clinical Simulation Centre, Director of Medical Education at NHS Lothian, Edinburgh, UK

Author Information

  1. 1

    Herlev Hospital, Herlev, Denmark

  2. 2

    University of Copenhagen and Capital Region, Copenhagen, Denmark

Publication History

  1. Published Online: 19 JUL 2013
  2. Published Print: 15 NOV 2013

ISBN Information

Print ISBN: 9780470671160

Online ISBN: 9781118748039

SEARCH

Keywords:

  • healthcare;
  • instructional strategies;
  • learning model;
  • pedagogical theories;
  • person‐task‐context model;
  • simulation‐based training;
  • skills learning

Summary

Simulation‐based training is offered to a wide range of learners—from novices to experts, representing a variety of healthcare professions, targeting numerous sorts of skills and offering a diversity of contexts, i.e. simulation settings, technology and learning aids. The first section of this chapter presents an overview model of learning related to three interacting dimensions: the person, the task and the context. The next four sections explore pedagogical theories and concepts grouped into four broad perspectives: behaviourism, cognitive psychological, humanistic and social learning. The key concepts of each perspective are described and related to a variety of principles and examples applied in simulation‐based training. As the literature on theories on learning and teaching is so voluminous, the chapter discusses only key principles and concepts. The final section returns to the ‘person‐task‐context’ model and discusses how instructional strategies affect learning in the three dimensions.