Contextualized questioning to scaffold learning from simulations

Abstract

Computer-based clinical simulations have a long history in medical education. Often they are used to provide practice in diagnostic skills or for evaluation. A different approach to medical education is problem-based learning which helps students learn biomedical science as they solve problems in a small-group, student-centered environment, with minimal guidance by a facilitator. We have merged these techniques of simulation and problem-based learning. Our strategy has been to situate questions within a simulation, thus setting the context for collaborative problem-based discussions. These questions are designed to help the students focus on the important aspects of the case and to bridge the gap between clinical skills and conceptual science knowledge. Moreover, these questions serve to model the kinds of questions students need to be asking themselves to further their understanding. The discussions of these questions help provide a shared context for learning. This paper reports on a field-based study in which we implemented this approach with first-year medical students.