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Renewing the Tools for Simulation-Based Training in Medical Education: How Situated Cognition Approaches Can Help Us?

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Simulation Training through the Lens of Experience and Activity Analysis

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 30))

Abstract

This chapter aims to contribute to a global reflection on the relationships between theoretical frameworks and design principles by analysing the links between how learning is conceptualized and how simulation-based training programs are implemented. For research in education, learning theories circumscribe the phenomena that are examined. They have a substantial impact on methods, data analysis and interpretations of the results. We believe that the same goes for the design of training sessions in adult education, especially for simulation-based training, which often articulates several learning methods in complex training environments.

The situated cognition approaches are strongly linked to simulation-based training by definition. We take a look at the theoretical roots of these approaches and question their translation to design principles for simulation-based training sessions. Our goal is to go beyond the design principles that are frequently used in the literature about simulation-based training and contribute to their actualisation.

We believe that a strong point of view about how learning occurs, in addition to a precise knowledge of theoretical frameworks in adult education, can provide some advantages in design and clarity about learning objectives, goals and methods to achieve it.

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Notes

  1. 1.

    We define those approaches as a gathering of non-unified research, or research programs in various scientific disciplines that are bound by one or multiple common hypotheses.

  2. 2.

    Translated by the author.

  3. 3.

    Translated by the author.

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Authors and Affiliations

  1. Équipe CRAFT, University of Geneva, Genève, Switzerland

    Zoya Horcik

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  1. Zoya Horcik
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Correspondence to Zoya Horcik .

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Editors and Affiliations

  1. Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland

    Simon Flandin

  2. Centre de Recherches en Education de Nantes, University of Nantes, Nantes, France

    Christine Vidal-Gomel

  3. Adult Education, University of Lille, Lille, France

    Raquel Becerril Ortega

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Horcik, Z. (2022). Renewing the Tools for Simulation-Based Training in Medical Education: How Situated Cognition Approaches Can Help Us?. In: Flandin, S., Vidal-Gomel, C., Becerril Ortega, R. (eds) Simulation Training through the Lens of Experience and Activity Analysis. Professional and Practice-based Learning, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-89567-9_4

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  • DOI: https://doi.org/10.1007/978-3-030-89567-9_4

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  • Online ISBN: 978-3-030-89567-9

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