Mapping healthcare simulation to Chickering and Gamson’s good education practice principles

Abstract

Background: The use of simulation in undergraduate and postgraduate education, as well as for Continuing Professional Development is increasingly common and it is important to understand how it relates to theories of learning. Idea/Concept: Chickering and Gamson’s(1) good practice principles are applicable to simulation techniques in healthcare education. Methods/Implementation: We will review the good practice principles alongside commonly used simulation education practice. Results: According to Chickering and Gamson, good practice: 1-Encourages student-faculty contact. 2-Encourages cooperation among students. 3-Encourages active learning. 4-Gives prompt feedback. 5-Emphasises time on task. 6-Communicates high expectations. 7-Respects diverse talents and ways of learning. In simulation-based education: 1-We try to gain students’ confidence and put them at ease before involving them in any practical activity. 2-Students may be paired or will be told to use teamwork principles during simulation activities. 3-It is about active participation in a learning process. 4-Activities are followed by debriefings where students receive feedback. 5-Activities are time-intensive with set learning objectives for each activity students engage in. 6-Students are usually put in challenging situations to test their knowledge, communication, patient assessment, and clinical abilities. 7-that are variances of approaches that may bring together several components that match a range of learning styles. Discussion: Simulation-education principles can easily be mapped against Chickering and Gamson’s recommendations. It seems the seven principles for good practice are universal. Conclusion: The potential for learning through simulation is enhanced if it is related to educational theory. The good education practice principles should be used as guidelines when developing a simulation-based curriculum.