Abstract
Theory is a vital component of teaching, providing both systematic ways in which to view the learning process and frameworks for designing educational experiences. There is growing interest in identifying theory specific to simulation-based learning (SBL). We assert that the ten phases of Mezirow’s Transformative Learning Theory (TLT) closely mirror the simulation process of prebriefing, scenario, and debriefing in preparation for future experiences. The assumptions of TLT may help SBL facilitators understand how simulation fosters transformative adult learning. However, limitations to the theory must also be considered when applying TLT to the SBL arena.
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