Simulation-Based Learning: From Learning Theory to Pedagogical Application

Authors

Sarah Ross, Samford UniversityFollow

Abstract

Simulation is a powerful learning tool, but being powerful requires understanding and incorporating sound educational learning theory and pedagogical practices into the design and implementation. Unfortunately, current research and publication related to simulation show limited evidence of integration of educational theory. While articles may reference learning theories in introductions or literature reviews, there is little evidence of these theories being integrated into the conceptual framework, research, or simulation-based learning event design. The purpose of this article is to highlight four learning theories that are most commonly integrated into simulation-based learning activities and how they can be specifically and practically applied to pedagogical approaches.

Author Bio(s)

Sarah Ross, PT, DPT, GCS, CEEAA, is an Assistant Professor of Physical Therapy at Samford University in Birmingham, Alabama, and a PhD candidate in Mercer University’s Tift College of Education in Atlanta, Georgia. She is also a licensed physical therapist in the state of Alabama.

DOI

10.46743/1540-580X/2021.2056

Recommended Citation

Ross S. Simulation-Based Learning: From Learning Theory to Pedagogical Application. The Internet Journal of Allied Health Sciences and Practice. 2021 Oct 01;19(4), Article 15.