Overcome of delays in the timely diagnosis of dementia needs more than specialist services. They should address the processes associated with stigma, age and dementia, especially where these relate to physician practice and diagnostic disclosure. Stigma is perceived as variable across European States, with a promising finding that its impact is relatively small in countries with the widest range of dementia care services.
Debriefing is an important phase in using simulation games. Participants are invited to make a connection between experiences gained from playing the game and experiences in real-life situations. Thus, debriefing is the phase meant to encourage learning fromthe simulation game. Although design and practice of debriefing sessions should be aligned to this aim, it is necessary to distinguish different forms or modes of learning. The authors’central argument is that the shape of debriefing will have to meet the learning objectives being pursued in a concrete simulation game. They propose a general classification of learning objectives that allows a distinction to be made between types of use of simulation games. In each of the four types distinguished, the debriefing serves different purposes for which specific requirements can be formulated.
One way to deal with complex situations is the simulation approach: build a simplified model of this reality, learn from this simplified model, and, finally, translate the findings or knowledge back to the reality. Gaming is based on this idea. If we want to make inferences about reality based on experiences and knowledge acquired in a game, we have to be sure that the game model is a good, or valid, representation of the real situation. In this article, the concept of validity is explored in relation to games and simulations; four aspects of validity that apply to simulations and games are distinguished. These aspects are related to three applications of games. The article concludes with factors that may threaten validity during the process of the game design; a few suggestions are made to avert these threats.
In this article, the authors reflect on the question why simulation games are such an effective tool for learning. The article is based on the authors' experience and that of many other practitioners in the field. The article posits that it is the confluence of systemic knowledge, practice, emotional involvement, and social embeddedness that creates the potential to achieve results that no other methods can match. A simulation game run constitutes a bout of individual and collective purposeful action by an individual or a group formed specifically for that purpose. People have evolved to be supremely good at just that. Simulation games can teach systemic knowledge, and they can enable participants to try out organizational changes. This potential is not always realized, however. Game runs are "alive" and variable, and this is a risky strength. They activate not only the explicit rules but also the hidden cultural rules of the participants. This can lead to memorable learning as well as to frustration, particularly when games are used across cultures. The article specifies reasons why games could fail and offers ways to avoid these pitfalls. It shows that experience and craftsmanship are needed in game design, facilitation, and debriefing.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.