Masoomi Rasoul, Shariati Mohammad, Labaf Ali, Mirzazadeh Azim
Department of Medical Education, Tehran University of medical Sciences, Tehran, Iran.
Department of Community Medicine, Tehran University of medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2021 Jul 14;35:90. doi: 10.47176/mjiri.35.90. eCollection 2021.
Transfer of learning (ToL) is the endpoint of simulation-based training (SBT). It is affected by numerous factors, which can be classified into 3 categories: learner characteristics, work environment, and training design. The first 2 have been identified to some extent in previous research. In this study, the aim was to identify the instructional design (ID) features affecting the ToL in SBT. This qualitative study was conducted in 2 phases. Phase 1 covers thematic analysis of comparative studies in the field of SBT. A systematic search was performed on 6 databases of Ovid MEDLINE, EMBASE, PsycINFO, CENTRAL, Scopus, and Web of Science, and the references of related systematic reviews were also checked. In phase 2, semi-structured interviews were conducted with key informants (instructors and learners) and analyzed using directed content analysis. The results of the 2 phases were combined, and finally ID features of SBT were identified and categorized. In the first phase, 121 comparative studies were reviewed and in the second phase, 17 key informants were interviewed. After combining the results of the phases, the ID features affecting the ToL in SBT were classified into 3 broad categories and 15 subcategories as follows: (1) presimulation: preparation, briefing, and teaching cognitive base; (2) underlying theories: deliberate practice, mastery learning, and proficiency-based training; (3) and methods and techniques: distributed practice, variability, increasing complexity, opportunity for practice, repetitive practice, active learning, feedback/debriefing, simulator type, and simulator fidelity. Although learning is transferred from the simulated setting to the clinical setting, this process is not automatic and straightforward. Numerous factors affect this transfer. The results of this research can be used in designing and evaluating the SBT programs.
学习迁移（ToL）是基于模拟的培训（SBT）的终点。它受到众多因素的影响，这些因素可分为三类：学习者特征、工作环境和培训设计。前两类在先前的研究中已在一定程度上得到确认。在本研究中，目的是确定影响SBT中学习迁移的教学设计（ID）特征。 这项定性研究分两个阶段进行。第1阶段涵盖对SBT领域比较研究的主题分析。对Ovid MEDLINE、EMBASE、PsycINFO、CENTRAL、Scopus和Web of Science这6个数据库进行了系统检索，并检查了相关系统评价的参考文献。在第2阶段，对关键信息提供者（教师和学习者）进行了半结构化访谈，并使用定向内容分析法进行分析。将两个阶段的结果相结合，最终确定并分类了SBT的ID特征。 在第一阶段，审查了121项比较研究，在第二阶段，采访了17名关键信息提供者。将各阶段的结果结合起来后，影响SBT中学习迁移的ID特征分为3大类和15个子类，如下所示：（1）模拟前：准备、简报和传授认知基础；（2）基础理论：刻意练习、掌握学习和基于熟练程度的培训；（3）方法和技术：分散练习、变异性、增加复杂性、练习机会、重复练习、主动学习、反馈/简报、模拟器类型和模拟器逼真度。 尽管学习是从模拟环境转移到临床环境，但这个过程并非自动且直接的。许多因素会影响这种转移。本研究的结果可用于设计和评估SBT项目。
