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

Abstract

AbstractThis 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.KeywordsSituated cognitionSimulation-based trainingTheoretical frameworksPedagogical designLearning theoriesAdult education