医疗模拟教育中的关键设计选择：基于4C/ID模型的促进知识迁移的设计视角
Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer.
作者信息
Frerejean Jimmy, van Merriënboer Jeroen J G, Condron Claire, Strauch Ulrich, Eppich Walter
机构信息
School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.
Simulation Center Maastricht University Medical Center+, Maastricht, the Netherlands.
出版信息
Adv Simul (Lond). 2023 Feb 24;8(1):5. doi: 10.1186/s41077-023-00242-7.
BACKGROUND
Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance.
RECOMMENDATIONS
This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities.
CONCLUSIONS
More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.
背景
医疗模拟教育通常旨在促进学习迁移，即将模拟过程中获得的知识、技能和态度应用于工作场所的新情况。尽管实现迁移具有挑战性，但现有理论和模型可提供指导。
建议
本文提供了五条设计促进迁移的模拟的一般建议：（1）强调全任务练习；（2）考虑认知任务分析；（3）将模拟嵌入更全面的项目中；（4）策略性地组合和调整模拟形式；（5）优化认知负荷。我们用一个专注于模拟活动的教育项目蓝图来说明这五条建议的应用。
结论
采用更多基于证据的医疗模拟方法可能需要范式转变。我们必须认识到，有限数量的模拟不足以培养复杂技能。这需要将模拟课程与工作场所学习相结合的综合项目。
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