Abstract
Rapid technological advances and concern for patient safety have increased the focus on simulation as a pedagogical tool for educating health care providers. To date, simulation research scholarship has focused on two areas; evaluating instructional designs of simulation programs, and the integration of simulation into a broader educational context. However, these two categories of research currently exist under a single label—Simulation-Based Medical Education. In this paper we argue that introducing a more refined nomenclature within which to frame simulation research is necessary for researchers, to appropriately design research studies and describe their findings, and for end-point users (such as program directors and educators), to more appropriately understand and utilize this evidence.
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This article is the result of a collaborative effort from the members of the LIFE Research Group. All authors contributed equally to this work.
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Haji, F.A., Hoppe, D.J., Morin, MP. et al. What we call what we do affects how we do it: a new nomenclature for simulation research in medical education. Adv in Health Sci Educ 19, 273–280 (2014). https://doi.org/10.1007/s10459-013-9452-x
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DOI: https://doi.org/10.1007/s10459-013-9452-x