Department of Health Research Methods, Evidence and Impact, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Med Educ. 2020 Jun;54(6):510-516. doi: 10.1111/medu.14141. Epub 2020 Apr 16.
This paper aims to discuss the recurring education-related issue of the high-fidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training.
We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation.
Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences.
We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.
本文旨在探讨高保真模拟神话这一反复出现的教育相关问题。在当前的情况下，教育者错误地认为，学员从基于模拟的培训中的真实不确定性和惊喜中受益。
我们探讨了这一神话在体验式学习和社会建构主义理论中的起源，并提出了一种基于透明和引导式教学的循证解决方案。
建构主义理论强调意义的构建是探究和发现学习策略的益处。将这种认识论不恰当地转化为课程设计的一个要素，会产生不幸的意外后果。
我们提出，在基于模拟的教育中，对建构主义学习理论的翻译导致了一种普遍的神话，即情景必须引入现实的紧张或惊喜，以鼓励探索和有见地的解决问题。我们认为，这种神话是作为体验式学习而出现的。在这个叙事性综述中，我们通过我们在教育科学和课程设计方面的专业知识来解释我们在基于模拟的教育方面的经验和观察。我们提供了轶事证据，并回顾了一些文献，以证明这种以前未被发现的神话的存在。
