Instructional design dogma: Creating planned learning experiences in simulation

Jo Dee M. Anderson; Megan E. Aylor; Douglas T. Leonard

doi:10.1016/j.jcrc.2008.03.003

Instructional design dogma: Creating planned learning experiences in simulation

Jo Dee M. Anderson, Megan E. Aylor, Douglas T. Leonard

Pediatrics

Research output: Contribution to journal › Article › peer-review

38 Scopus citations

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 language	English (US)
Pages (from-to)	595-602
Number of pages	8
Journal	Journal of Critical Care
Volume	23
Issue number	4
DOIs	https://doi.org/10.1016/j.jcrc.2008.03.003
State	Published - Dec 2008

Keywords

Curriculum design
Experiential learning
Expert modeling
Resuscitation
Simulation

ASJC Scopus subject areas

Critical Care and Intensive Care Medicine

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10.1016/j.jcrc.2008.03.003

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Instructional design dogma: Creating planned learning experiences in simulation

Abstract

Keywords

ASJC Scopus subject areas

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