Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education

Abstract

This final chapter starts with an overview of the simulations presented throughout the book. All of the simulations are tools to test and foster diagnostic competences. The simulations differ regarding diagnostic modes, sources of information, domains, and topics. The chapter then revisits the four overarching research questions from the introduction and lies out potential avenues for future research: (1) Diagnostic activities are a promising concept to explore the processes that are central for generating learning outcomes. (2) Optimal means of supporting learners in simulations might include the presentation of information, prompts, reflection phases, and role-taking. (3) Various characteristics of the learners, such as their expertise level, as well as the simulation, such as its authenticity, could mediate the effects of instructional support. (4) If simulations are adaptable, between learners or within the same simulation, they might increase the learning potential even further. The chapter then gives examples for how the projects presented in this book will address these four topics. The outlook ends with a call for interdisciplinary research.

On the threshold of future learning

“…Studies in medical fields have highlighted the need for reflection in simulations (e.g., Mamede et al, 2017), the goal being to stop the students' thought processes from time to time, and make them wonder if they are on the right track. This may prevent them from drawing premature conclusions, and help them to learn more effectively about both successes and failures in diagnosis (Opitz, Fischer, Seidel & Fischer, 2022). Classroom simulations offer opportunities to develop reflection skills in other ways than in real life, because there is enough time to practise and to deal with different situations (Frasson & Blanchard, 2012).…”