Simulation as an Instructional Methodology: An BibliographyAnnotated - Annotated Bibliography Example

Simulation as an Instructional Methodology: An Annotated Bibliography Artino, A. R. & Durning, S. J. . ‘Mediawill never influence learning’: But will simulation? Medical Education, 46, 630 – 635. doi: 10.1111/j.1365-2923.2012.04270.x Conducting an extensive literature review from several disciplines, the researchers seek to review the relationship between simulation fidelity and the transfer of learning. They find that a significant number of educational technologists acknowledge that media never influences learning. Instead, the instructional method would. The researchers affirm the effectiveness of simulation in transfer of knowledge and skills in a learning environment. Important to consider for any simulation approach chosen would be motivation, time spent to achieve objective and transferability of knowledge. Basu, R. R. & McMahon, G. T. (2012). Video-based cases disrupt deep critical thinking in problem-based learning. Medical Education, 46 (4), 426 – 435. doi: 10.1111/j.1365-2923.2011.04197.x In problem-based learning, PBL, it has been noted that tutors and students prefer video-based cases. Basu and McMahon (2012) sought to determine the effectiveness of video-based cases as compared to text-based cases on deep thinking among medical students. The results support text-based cases as being more effective than video-based cases because the latter does not provide the dynamic physical signs associated with increasing deep thinking. This is an important article in appreciating that simulation is contextual and that different situations would require adoption of different forms of simulation for attainment of the desired goals. Blissett, S., Cavalcanti, R. B., & Sibbald, M. (2012). Should we teach using schemas? Evidence from a randomized trial. Medical Education, 46 (8), 815 – 822. doi: 10.1111/j.1365-2923.2012.04311.x Schemas refer to a representation of reality. From appreciating the lack of rigorous testing on the effect of schema-based instruction, this article seeks to fill the gap. To do so, Blissett, Cavalcanti and Sibbald (2012) measure the effect of schema-based instruction compared to traditional instruction on how they impacted on learning of four cardiac diagnoses among second year medical students. Though the researchers observed no difference in accuracy and learning time between the two groups, they observed a higher diagnostic success among the schema-based instruction group. Therefore, schema-based instruction, also known as simulation, improves diagnostic performance and structured knowledge retention among novice learners. Brewer, E. P. (2011). Successful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship, 43 (3), 311 – 317. doi: 10.1111/j.1547-5069.2011.01405.x From a nursing education context, this article sought to explore techniques that have been successfully used for human patient simulation. Brewer (2011) conducted a literature review of relevant resources retrieved from PubMed and CINAHL databases and found out the feasibility of successfully using human patient simulation as a method of instruction in nursing education. Even though no method was found to be superior to others, the technique has been used to effectively impart knowledge. Therefore, this resource gives a practical contextual importance of simulation as a valuable tool for nursing educators seeking to facilitate education among their students, specifically through human patient simulation. Chiniara, G., Cole, G., Brisbin, K, Huffman, D, Cragg, B., Lamacchia, M. & Norman, D. (2013). Simulation in healthcare: A taxonomy and conceptual framework for instructional design and media selection. Medical Teacher, 35 (8), 1380 – 1395. doi: 10.3109/0142159X.2012.733451 Acknowledging the lack of a dedicated framework and also instructional design supporting taxonomy to help educators create effective simulation learning experiences, these researchers conduct a literature review to supplement their experiences so as to fill the identified gap. They find out that choosing a simulation as a medium of learning should consider relating acuity to opportunity. As such, this is a resourceful article on the implementation of simulation instruction and would assist educators in appropriately incorporating simulation in their instructional designs. Cook, D. A., Hamstra, S. J., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., … Hatala, R. (2013). Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis. Medical Teacher, 35 (1), 867 – 898. doi: 10.3109/0142159X.2012.714886 From the background of increasing technology-enhanced simulation in healthcare education, this article compares varied simulation-based interventions in evaluating the effectiveness of instructional design features. After a systematic review of various studies, the researchers’ quantitative evaluation leads them to conclude that simulation-based education has various effective instructional design features. Therefore, this article is important in arguing for the adoption of technology to promote the effectiveness of simulation education. Ertmer, P. A., Strobel, J., Cheng, X., Chen, X., Kim, H., Olesova, L., … Tomory, A. (2010). Expressions of critical thinking in role-playing simulations: Comparisons across roles. Journal of Computing in Higher Education, 22 (2), 73 – 94. doi: 10.1007/s12528-010-9030-7 This article appreciates simulation-based scenarios as one of the methods for developing crucial thinking among pre-professional students. Here, students collaborate to resolve a potential real situation. To support their hypothesis, the researchers study the performance of undergraduate nursing students who simulate a medical emergency, specifically stroke. The findings indicated that the students exhibited instances of logical reasoning and reflection. This research therefore informs of the significant role that simulation in education plays in enhancing critical thinking among students. Fanning, R. M. & Goba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2 (2), 115 – 125. doi: 10.1097/SIH.0b013e3180315539 The objective of this article is to review the importance of debriefing in simulation-based learning. Borrowing from various professional fields, the researchers adopt the term debriefing to mean a facilitated participant discussion of assimilation of activities, events and reflection into their cognitions so as to arouse long-lasting learning. Through literature review, the researchers find that debriefing could be useful if the participants do not exhibit a sense of closure after simulation training and if useful insights could be drawn from discussing the experiences involved. This article would be important in giving an effective way to conduct simulation training. Fowler, S. M. & Pusch, M. D. (2010). Intercultural simulation games: A review (of the United States and beyond). Simulation and Gaming, 41 (1), 94 – 115. doi: 10.1177/1046878109352204#sthash.3n1zQj5s.dpuf In this article, the researchers evaluate the use of simulation to promote cultural awareness among students from different cultures. Referring to this as intercultural simulation, the research evaluates the role of intercultural simulation games to achieve this objective. The results indicate that intercultural simulations boost cultural awareness and foster harmony in diverse societies. This article would therefore be used to source evidence for the role of simulation in promoting cultural awareness. Fraser, K., Ma, I, Teteris, E., Lee, M., Wright, B. & McLaughlin, K. (2012). Learning during simulation training is prone to retroactive interference. Medical Education, 46 (3), 299 – 305. doi: 10.1111/j.1365-2923.2011.04181.x This is an important article in discussing the limitation of simulation as a tool of training. According to the researchers, retroactive interference occurs new information inhibits recall of information learnt before. They sought to determine whether retroactive interference also affects simulation training. Taking a sample of 167 first year medical students, the researchers concluded from their findings that retroactive interference also affects simulation. Thus, educators should find ways to compensate for this as they design simulation training sessions. Garris, R., Ahlers, R. & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33 (4), 441 - 467. doi: 10.1177/1046878102238607 This article provides insights into the action of simulation as a tool for achievement of instructional goals, though from the gaming perspective. The researchers seek to develop an instructional model where they combine instructions with games to determine the attainment of instructional goals. From the intensive research, the article indicates that incorporating instructions into a game leads to improved learning. With games being a form of simulation in this case, it would be appreciated that simulation improves on learning outcomes, specifically categorized by these researchers as skill-based, cognitive and affective learning outcomes. Issenberg, S. B., Ringsted, C, Østergaard, D. & Dieckmann, P. (2011). Setting a research agenda for simulation-based healthcare education: A synthesis of the outcome from an Utstein Style Meeting. Simulation Healthcare, 6 (3), 155 – 167. doi: 10.1097/SIH.0b013e3182207c24 Appreciating the rapid growth of simulation as learning methodology in healthcare and minimal research work, these researchers seek evidence of benefits of simulation in education. The Utstein Style Meeting proven for successfully catalyzing multidisciplinary, inter-professional and international emergency medicine research was used to collect data. Complementing this with appropriate publications, the researchers found out that simulation improves understanding of conceptual issues. As such, this would be a useful article in providing evidence for the benefits of simulation in educational context. Shaw, C. M. (2010). Designing and using simulations and role-play exercises. In R. A. Denemark (Ed.), The international studies encyclopedia. doi: 10.1111/b.9781444336597.2010.x This is an important resource in understanding the meaning of simulation and appreciating its importance in education, giving the history of how this method of instruction has been used over years. According to Shaw (2010), simulation is an active learning technique where students participate in the creation of their own knowledge. It has been used by instructors to impart an understanding of complex issues to students. This scholar backs up his arguments on the benefits of simulation with documented practical evidence. Furthermore, the article provides insights into how simulations could be effectively implemented in a classroom set-up and also ways through which the impact of this technique could be assessed. Wallace, J., Rao, R. & Haslam, R. (2002). Simulated patients and objective structures clinical examinations: Review of their use in medical education. Advances in Psychiatric Treatment, 8 (5), 342 – 348. doi: 10.1192/apt.8.5.342 In this article, the researchers sought to determine the effectiveness of objective structured clinical examination, OSCE as a performance-based assessment standard in undergraduate examinations. Wallace, Rao and Haslam (2002) define OSCE as a timed examination where medical students would interact with simulated patients in stations. From their literature review, the researchers affirm the reliability and validity of OSCEs as assessment tools for medical undergraduate and postgraduate examinations but would be pegged on standardized and adequate training methods. The article sites the limitation of the involving process for those simulating patients but which could be minimized through careful selection together with debriefing after the examination. This is a resource in defining simulation in the educational context and also in giving evidence of its reliability and validity. Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M. & Conn, J. J. (2012). Simulation in clinical teaching and learning, The Medical Journal of Australia, 196 (9), 594 - 619. doi: 10.5694/mja10.11474 Acknowledging the rapid development of simulation-based education, SBE as a method of enhancing and supplementing clinical education, this article gives insights into evidence-based purpose and forms of SBE. The authors observe that SBE creates opportunities for deliberately practicing new skills without the involvement of real patients. Depending on the level of education of the target learners, this could take forms that vary from computerized full-body mannequins to simple skills training models. Giving evidence for the value of simulation in education context, the article recommends the integration of this approach into curricula in ways that would promote the transfer of the learnt skills into clinical practice. Read More