Does the Sequence of Instruction Matter During Simulation?

Stefaniak, Jill E.; Turkelson, Carman

doi:10.1097/sih.0b013e3182a8336f

Cited by 11 publications

(12 citation statements)

References 17 publications

(14 reference statements)

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“…In contrast to a previous study, students who performed the interactive computer simulation (or laboratory) activities first and followed by the reading assignment significantly scored higher on the posttest than the pretest when compared to those who learnt in the opposite sequence (Gokhale, 1991). In the study by Stefaniak & Turkelson (2014), students who participated in the simulation before the lecture increased their knowledge when compared with students who participated in the simulation after the lecture. Additionally, the findings of this study are inconsistent with those of previous studies which highlighted the advantages of using simulation activities preceding lectures to promote students' learning (Thampi et al, 2020;Zacharia & de Jong, 2014).…”

Section: Resultscontrasting

confidence: 79%

A Comparison of the Effects of the Integration Sequence of Interactive Simulation on Pre-Service Science Teachers Scientific Explanation of Buffer Solutions

Jantrasee¹

2022

tused

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The purpose of this study was to find out the influence of the integration sequence of interactive simulation on the construction of the scientific explanation of buffer solutions. This study was conducted with 30 pre-service science teachers. The control group was randomly assigned to study with lecture first and then interactive simulation-based inquiry learning, and the experimental group was randomly assigned to study with interactive simulation-based inquiry learning and lecture respectively. The finding showed that after the posttest there was no statistically significant difference between the control and experimental groups. This suggests that the sequence of interactive simulation during inquiry activities in the chemistry classroom does not affect the construction of the scientific explanation. However, the mean score between the pretest and posttest in the control group shows a statistically significant difference. This study yields productive information regarding the role of interactive simulation providing clear evidence to scaffold pre-service science teachers in learning the abstract concept.

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Section: Resultscontrasting

confidence: 79%

A Comparison of the Effects of the Integration Sequence of Interactive Simulation on Pre-Service Science Teachers Scientific Explanation of Buffer Solutions

Jantrasee¹

2022

tused

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“…The present findings could contribute to minimizing the recognized gap in comparative effectiveness research on simulation training formats. As previously noted, an extensive body of evidence provides plain description of training outcomes, or comparison of different instructional sequences, but not of different instructional design features.…”

Section: Discussionmentioning

confidence: 99%

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Melo

Falbo

Muijtjens

et al. 2017

Intl J Gynecology & Obste

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Objec ve:To compare learning outcomes of postpartum hemorrhage simula on training based on either instruc onal design guidelines or best prac ce. Methods:A pretest-post-test non-equivalent groups study was conducted among obstetrics and gynecology residents in Recife, Brazil, from June 8 to August 30, 2013.The instruc onal design group included 13 teams, whereas the best prac ce group included seven teams. A standardized task checklist was used for scenario analysis and the propor on of correctly executed tasks compared (post-test minus pretest). Results:The instruc onal design group scored higher than the best prac ce group for total number of tasks completed (median difference 0.46 vs 0.17; P< 0.001; effect size[ r ]=0.72). Similar results were observed for communica on (median difference 0.56 vs 0.22; P= 0.004; r= 0.58), laboratory evalua on (median difference 0.83 vs 0.00; P< 0.001; r= 0.76), and mechanical management (median difference 0.25 vs -0.15; P= 0.048; r= 0.39). Speed of learning was also increased. The median differences were 0.20 for the instruc onal design group compared with 0.05 for the best prac ce group at 60 seconds ( P= 0.015; r= 0.49), and 0.49 versus 0.26 ( P= 0.001; r= 0.65) at 360 seconds. Conclusion:The use of simula on training for postpartum hemorrhage that was based on instruc onal design guidelines yielded be er learning outcomes than did training based on best prac ce. K E Y W O R D S Educa on ; Instruc onal design ; Postpartum hemorrhage ; Simula on training ; Situa onal awareness ; Training 1 | INTRODUCTION Postpartum hemorrhage (PPH) is the leading cause of maternal mortality worldwide, par cularly among deaths that are considered avoidable. 1 Frequently reported assistance failures associated with preventable PPH include delay in diagnosis, poor communica on, insufficient teamwork, and lack of adequate educa on and training. 2,3 Simula on training has emerged as a widespread strategy to overcome such failures. Systema c reviews of simula on-based healthcare educa on debate the best way to deliver instruc onal features to ensure op mal effec veness of training. 4,5 Nonetheless, a growing body of evidence recommends that training formats should be based on reliable educa onal principles, par cularly instruc onal design guidelines. 6 The Four-Component Instruc onal Design model 7 and Merrill ' s First Principles of Instruc on 8 summarize the main guidelines. According to the guidelines, effec ve instruc on should contain authen c, relevant, and daily real-world problems, emphasize prac ce at 100 | DE MELO ET AL. different levels of complexity, and provide feedback and diminishing instruc onal support through training. 7When devising a PPH simula on training format based on instruconal design guidelines, the learning objec ves should be clearly idenfied and summarized in strategies that aim to overcome recurrent assistance failures. Such learning objec ves include situa onal awareness enhancement, 9 improvement of both communica on and teamwork skills and a tudes, 10 and reinforcem...

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“…This is known as "prerequisite knowledge" or "enabling objectives." If the prerequisite knowledge is acquired, completed, and practiced prior to the session, it allows the learner to be aware and respond appropriately (Fraser, Ayres and Sweller, 2015;Stefaniak and Turkelson, 2014).…”

Section: Introductionmentioning

confidence: 99%

A pilot study to understand faculty and student needs for undergraduate medical education simulation sequencing in the United Arab Emirates

Abdelmannan¹

2021

MedEdPublish

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Introduction:The use of simulation-based education in undergraduate medical education has many advantages. Purposeful planning of the sequence of simulation sessions within the curriculum is necessary for complex simulation exercises. This requires pre-session completion of prerequisite knowledge. Methods: Two surveys were conducted. An electronic survey was sent to faculty involved in simulation at UAE medical schools (n=29). The faculty survey addressed the simulation sessions planning process, sequencing of simulation topics, and institutional simulation team structure. The second survey was administered via paper to final year medical students from Dubai Medical College (DMC) who received simulation sessions (n=22). The survey addressed completion of prerequisite knowledge, receipt of the session objectives, and psychological safety and overall session ratings. Quantitative data were analyzed descriptively. Responses to open ended questions were analyzed thematically. Results:The faculty response rate was (21/29: 72.4%). Only (7/21: 33.3%) faculty members indicated there was prior planning to ensure proper sequencing within the curriculum. Only (3/21: 14.2%) indicated that simulation topics were chosen based on curriculum gaps. A small percentage (3/21: 14.2%) reported working with other faculty and an instructional designer. Qualitative themes included barriers to planning, structural considerations, and factors for successful simulation integration.The student response rate was 100%. Only (4/22:18.2%) of students completed the required pre-session prerequisite knowledge. Most students (18/22: 81.8%) received the session objectives prior to the simulation session. Qualitative themes included lack of completion of pre-requisite knowledge prior to the session, absence of learning objectives, and technical issues.

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Does the Sequence of Instruction Matter During Simulation?

Cited by 11 publications

References 17 publications

A Comparison of the Effects of the Integration Sequence of Interactive Simulation on Pre-Service Science Teachers Scientific Explanation of Buffer Solutions

A Comparison of the Effects of the Integration Sequence of Interactive Simulation on Pre-Service Science Teachers Scientific Explanation of Buffer Solutions

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

A pilot study to understand faculty and student needs for undergraduate medical education simulation sequencing in the United Arab Emirates

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