Simulation Training in Medical Education-an Exploration Through Different Theoretical Lenses

Area of Science:

• Medical Education
• Simulation Training
• Theoretical Frameworks

Background:

• Simulation is increasingly used for medical training and assessment.
• Different theoretical frameworks offer distinct perspectives on educational phenomena.
• Understanding these frameworks is crucial for evaluating simulation's pedagogical value.

Discussion:

• This article evaluates cultural-historical activity theory, cognitive load theory, and grounded theory.
• The evaluation considers their ontological and epistemological stances and limitations.
• The application of these frameworks to simulation training is examined.

Key Insights:

• Each framework provides unique insights into simulation-based learning.
• A comparative analysis reveals the strengths and weaknesses of each theory in the context of simulation.
• This understanding is essential for effective research design and interpretation.

Outlook:

• Informing research design for simulation studies.
• Enabling more theoretically grounded pedagogical techniques in medical education.
• Enhancing the interpretation of results from simulation-based assessments.