Instructional design dogma: Creating planned learning experiences in simulation

JoDee M. Anderson, Megan E. Aylor, Douglas T. Leonard

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

Human lives depend on the performance of our trainees; thus, the educational methodology used to transform our learners into experts are of paramount importance. Effective use of simulation requires educators explore and apply educational theory as they discover who the learner is, how the learner learns, what the learning needs are, and which planned learning experiences are best suited to meet the learner's specialized needs. The purpose of this article is to portray simulation as an educational strategy in the context of a curriculum, to explore emerging theories from educational psychology, and to provide concrete examples of their application in simulation-based education.

Original languageEnglish (US)
Pages (from-to)595-602
Number of pages8
JournalJournal of Critical Care
Volume23
Issue number4
DOIs
StatePublished - Dec 2008

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Educational Psychology
Learning
Curriculum
Education

Keywords

  • Curriculum design
  • Experiential learning
  • Expert modeling
  • Resuscitation
  • Simulation

ASJC Scopus subject areas

  • Critical Care and Intensive Care Medicine

Cite this

Instructional design dogma : Creating planned learning experiences in simulation. / Anderson, JoDee M.; Aylor, Megan E.; Leonard, Douglas T.

In: Journal of Critical Care, Vol. 23, No. 4, 12.2008, p. 595-602.

Research output: Contribution to journalArticle

Anderson, JoDee M. ; Aylor, Megan E. ; Leonard, Douglas T. / Instructional design dogma : Creating planned learning experiences in simulation. In: Journal of Critical Care. 2008 ; Vol. 23, No. 4. pp. 595-602.
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