Abstract
The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE) in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR) and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.
Highlights
Designing the Pedagogical ModelSimulation-based learning has been proven to be effective, experiential and fun (Brewer, 2011; Cook et al, 2011; Konia & Yao, 2013)
Since the original article (Keskitalo et al, 2014) focused more on the evaluation, from the perspectives of facilitators and students, the meaningfulness of simulation-based learning, this article focuses on the elaboration and evolution of the model across studies based on the results
The results suggest that simulation-based learning is fundamentally meaningful since it inherently supports many characteristics of meaningful learning
Summary
Designing the Pedagogical ModelSimulation-based learning has been proven to be effective, experiential and fun (Brewer, 2011; Cook et al, 2011; Konia & Yao, 2013). The purpose of this study was to understand teaching and learning in simulation-based learning environments (SBLEs) in healthcare in order to find answers to the how question. These advanced, complex and expensive environments will enhance learning only if they are used appropriately. The purpose of the pedagogical model was to emphasise the learning theories that will eventually enhance students’ meaningful learning in these unique contexts. We created multiple research tasks in order to answer the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? We created multiple research tasks in order to answer the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used the design-based research (DBR) (Brown, 1992; Collins, Joseph, & Bielaczyc, 2004; Design-based Research Collective, 2003) and case study approaches (Gray, 2004; Yin, 2013)
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