McGaghie William C, Harris Ilene B
From the Department of Medical Education and Northwestern Simulation (W.C.M.), Northwestern University Feinberg School of Medicine; and Department of Medical Education (I.B.H.), University of Illinois College of Medicine, Chicago, IL.
Simul Healthc. 2018 Jun;13(3S Suppl 1):S15-S20. doi: 10.1097/SIH.0000000000000279.
Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.
基于模拟的掌握学习（SBML）与所有教育干预措施一样，都有学习理论基础。认识和理解SBML学习理论基础对于精心设计教育项目、开展研究和学术活动至关重要。我们首先描述SBML，接着阐述学习理论基础对塑造和指导SBML教育与研究的重要性。然后，我们讨论与SBML相关的三个主要学习理论概念框架——行为主义、建构主义、社会认知——以及它们对SBML思想和实践的贡献。随后，我们探讨这三个学习理论框架在健康职业领域SBML教育项目的规划、实施和评估过程中是如何融合的。通过对一个高级心脏生命支持方面的SBML教育与研究项目的描述，来说明这些学习理论框架的融合。最后我们给出一个简短的结语。
