1. Simulation-Based Learning and Assessment
Laura Blackburn, Keren Liu, and
Karla Pierce
Professor: Dr. Bradshaw
EIPT 5533, Fall 2013
2013

2. Introduction Simulation Educational Simulation
Simulation-based Assessment
The three areas that will be discussed in this presentation will be simulation, educational simulation, and Simulation-based assessment. Simulation-based learning is not a particular a new idea in the instructional technology field, but the application of these types of learning environments are working their way into numerous aspects of education and gaining increasing popularity as a method for learning.
2013
2013

3. Definitions Simulations Educational Simulation
Simulations-Lateef (2010) describes simulations as an atmosphere conducive to learning applications in various disciples that provides learners with real life experiences that are intended to be fully interactive in nature.
Educational simulation according to Alessi and Trollip (2001) define as a “model of some phenomenon or activity that users learn about through interaction with the simulation”.
Simulation-based assessment- Simulation-based learning is generally accompanied by simulation-based assessment. The type of assessment is dependent upon the type of simulation. Most important to assessment is that it reflects the learning.
Simulations
Educational Simulation
Simulation-based Assessment
2013
2013

4. Social Sciences
Simulation is being explored in many of the social sciences:
Anthropology
Business
Economics
Human Evolution
Environmental Planning Law
Information
Organizational Theory
Political Science and Public Policy
2013
2013

5. History of Simulation-Based Learning
Edwin Link and his flying school
1940’s
Simulation games
1980’s
Computer gaming
2013
2013

6. Benefits Increase learner control
Providing environment similar to real world situations
Engage in activities that are authentic
Practice tasks
2013
2013

7. Purpose Science Medical Flight Simulators Social Settings Science
Science
Medical
Flight Simulators
Social Settings
Science
Replace a potentially dangerous situation with one in which the student can practice hazardous procedures without fear of repercussions.
Medical
Students can experience actual patient symptoms and fatal situations without harm to a real human.
Flight simulators
Student performs a series of steps, but their performance must imitate the actual procedures of operating or manipulating physical objects.
2013
2013

8. Advantages Knowledge and skills can be effectively tested
Provides feedback
Authentic
Learn from their mistakes
2013
2013

9. Disadvantages Ziv (2003) Difficult to navigate
Decreased understanding of the objective of learning
Schuwirth & Van Der Vleuten (2003)
Increase of authenticity
Doubts concerning validity
Boulet (2010)
Reliability score is not that difficult
Measurement can be quite challenging
2013
2013

10. Higher Education Cost effectiveness Growth of learner knowledge
Provide controlled and safe practice opportunities
Shape the acquisition of young doctors’ clinical skill
2013
2013

11. Conclusion
The scope of research into the effectiveness of simulation-based learning and assessment within various fields of study other than the medical field would allow for a more universal understanding and thorough comprehension of how to best implement these tools.
2013
2013

12. References
Alessi, S. M., & Trollip, S. R. (2005). Multimedia for learning. Allyn and Bacon.
American Association of Colleges of Nursing. (2008). Draft. Revision of the essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
Axelrod, R. (2007). Simulation in the social sciences. Handbook of research on nature inspired computing for economy and management,
Boulet, J. R., & Murray, D. J. (2010). Simulation-based assessment in anesthesiology: requirements for practical implementation. Anesthesiology,112(4),
Eseryel, D., & Law, V. (2012). Effect of Cognitive Regulation in Understanding Complex Science Systems During Simulation-based Inquiry Learning.
Hertel, J. P., & Millis, B. J. (2002). Using simulations to promote learning in higher education: An introduction. Stylus Publishing, LLC.
2013
2013

13. References
Issenberg, S., McGaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review*. Medical teacher,27(1),
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma and Shock, 3(4). Retrieved from
Mislevy, R. J. (2011). Evidence-centered design for simulation-based assessment. Military medicine, 178(10S),
N.A. Educational simulations. Retrieved from
Rosen, K. R. (2008). The history of medical simulation. Journal of critical care,23(2),
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5),
2013
2013

14. References
Scalese, R. J., & Obeso, V. T. (2008). Simulation technology for skills training and competency assessment in medical education. Journal of general internal medicine, 23(1),
Schank, R. C., Berman, T. R., & Macpherson, K. A. (1983). Learning by doing. Instructional-design theories and models, 2,
Schuwirth, L. W. T., & Van Der Vleuten, C. P. M. (2003). The use of clinical simulations in assessment. Medical Education, 37(s1),
Seropian, M. A., Brown, K., Gavilanes, J. S., & Driggers, B. (2004). Simulation: Not just a manikin [Abstract]. The Journal of nursing education, 43(4), 164.
Sutton, Q. (2005, October 25). Virtually better than the real thing. [Blog comment]. Retrieved from
Todd, M., Manz, J. A., Hawkins, K. S., Parsons, M. E., & Hercinger, M. (2008). The development of a quantitative evaluation tool for simulations in nursing education. International Journal of Nursing Education Scholarship, 5(1), 1-17.
Ziv, A., Wolpe, P. R., Small, S. D., & Glick, S. (2003). Simulation-based medical education: an ethical imperative. Academic Medicine, 78(8),
2013
2013