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Aha! Taking on the myth that simulation-derived surprise enhances learning.
Sandra Monteiro1, Matthew Sibbald2
1Department of Health Research Methods, Evidence and Impact, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Medical Education
|February 26, 2020
Summary
The high-fidelity simulation myth, where educators believe trainees need surprise for learning, is debunked. Evidence supports transparent, guided instruction over authentic uncertainty in simulation-based training for better outcomes.
Area of Science:
- Education Science
- Curriculum Design
Background:
- The high-fidelity simulation myth posits that trainees benefit from authentic uncertainty and surprise.
- This belief is prevalent in simulation-based training despite lacking empirical support.
Purpose of the Study:
- To discuss the recurring issue of the high-fidelity simulation myth in education.
- To propose an evidence-based solution for simulation-based training.
Main Methods:
- Exploration of the myth's origins in experiential learning and social constructivism theories.
- Narrative review of experiences and literature through expertise in education science and curriculum design.
Main Results:
- Constructivist theories, when translated into curriculum design, can lead to unintended consequences.
- The myth incorrectly equates realistic tension or surprise with effective experiential learning.
Conclusions:
- The pervasive myth in simulation-based education incorrectly mandates realistic tension or surprise for learning.
- Transparent and guided instruction is proposed as an evidence-based alternative to the myth.
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