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.





To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.