Impact of Increased Authenticity in Instructional Format on Preclerkship Students’ Performance

LaRochelle, Jeffrey; Durning, Steven J.; Pangaro, Louis N.; Artino, Anthony R.; Vleuten, Cees van der; Schuwirth, Lambert

doi:10.1097/acm.0b013e31826735e2

Cited by 17 publications

(34 citation statements)

References 21 publications

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“…For undergraduate health care students, SCI allows unique opportunities for early exposure to authentic clinical problems when safely developing various procedural and cognitive skills. Given their limited experience, novices can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading learning outcomes . To maximise learning, task complexity should be adapted to the learners’ level of expertise and should increase progressively as they become more proficient .…”

Section: Introductionmentioning

confidence: 99%

“…However, even if the learning task itself remains relatively simple and requires the processing of only a limited number of information elements, many factors, both intrinsic and extraneous to the learning task, will determine the complexity of the learning experience . This may explain why multiple studies have failed to consistently demonstrate enhanced learning among novices in complex skills learning in the context of simulation . This study focuses on the relationship between task complexity and the learning of novices in SCI.…”

Section: Introductionmentioning

confidence: 99%

“…Evidence in simulation‐based training among novices remains equivocal as to its learning benefits . This divergence between the intended learning goals and observed learning outcomes may be partly explained by the fact that students’ learning processes in simulation are still misunderstood, but could be clarified by qualitative data indicating what students really learn.…”

Section: Introductionmentioning

confidence: 99%

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Simulation‐based education for novices: complex learning tasks promote reflective practice

et al. 2018

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Context Simulated clinical immersion (SCI), in which clinical situations are simulated in a realistic environment, safely and gradually exposes novices to complex problems. Given their limited experience, undergraduate students can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading learning outcomes. Although task complexity should be adapted to the learner's level of expertise, many factors, both intrinsic and extraneous to the learning task, can influence perceived task complexity and its impact on cognitive processes. Objectives The purpose of this mixed‐methods study was to understand the effects of task complexity on undergraduate pharmacy students’ cognitive load, task performance and perception of learning in SCI. Methods A total of 167 second‐year pharmacy students were randomly assigned to undertake one simple and one complex learning task in SCI consecutively. Participants’ cognitive load was measured after each task and debriefing. Task performance and time on task were also assessed. As part of a sequential explanatory design, semi‐structured interviews were conducted with students showing maximal variations in intrinsic cognitive load to elucidate their perceptions of learning when dealing with complexity. Results Although the complex task generated significantly higher cognitive load and time on task than the simple task, performance was high for both tasks. Qualitative results revealed that a lack of clinical experience, an unfamiliar resource in the environment and the constraints inherent to SCI, such as time limitations, hindered the clinical reasoning process and led to poorer self‐evaluation of performance. Simple tasks helped students gain more self‐confidence, whereas complex tasks further encouraged reflective practice during debriefings. Conclusions Although complex tasks in SCI were more cognitively demanding and took longer to execute, students indicated that they learned more from them than they did from simple tasks. Complex tasks constitute an additional challenge in terms of clinical reasoning and thus provide a more valuable learning experience from the student's perspective.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Simulation‐based education for novices: complex learning tasks promote reflective practice

et al. 2018

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“…Simulation instruction designers often advocate the use of ‘authentic learning tasks’ in the design of simulation‐based education. This is predicated on the belief that such tasks can: (i) increase learners’ motivation and engagement; (ii) help learners integrate requisite knowledge, skills and attitudes, and (iii) provide contextual cues that improve skills transfer . These outcomes are clearly desirable and arguably form the core purpose of simulation‐based education.…”

Section: Introductionmentioning

confidence: 99%

“…In particular, cognitive load theory (CLT) suggests that novices may struggle when the intrinsic load associated with authentic, information‐rich settings becomes unacceptably high . This may explain (in part) why increasing authenticity has not always resulted in improved learning outcomes in medical education …”

Section: Introductionmentioning

confidence: 99%

Operationalising elaboration theory for simulation instruction design: a Delphi study

et al. 2015

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This study demonstrated the feasibility of using expert consensus to establish conditions impacting the complexity of procedural skills, and the benefits of incorporating the Delphi method into the SCM. These data can be used to develop and sequence simulation scenarios in a progressively challenging manner. If the theorised learning gains associated with ET are realised, the methods described in this study may be applied to the design of simulation training for other procedural and non-procedural skills, thereby advancing the agenda of theoretically based instruction design in health care simulation.

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Authentic learning in healthcare education: A systematic review

Campbell

Choi

Bae

2022

Nurse Education Today

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Impact of Increased Authenticity in Instructional Format on Preclerkship Students’ Performance

Abstract: The authors could not demonstrate that increased authenticity of the instructional format resulted in improved learner performance. However, they believe that there may be some benefit to tailoring preclerkship clinical education based on students' ability.

Cited by 17 publications

References 21 publications

Simulation‐based education for novices: complex learning tasks promote reflective practice

Simulation‐based education for novices: complex learning tasks promote reflective practice

Operationalising elaboration theory for simulation instruction design: a Delphi study

Authentic learning in healthcare education: A systematic review

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