Simulation-Based Learning in Higher Education: A Meta-Analysis

Abstract

<jats:p> Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills. </jats:p>

High-Fidelity Virtual Objective Structured Clinical Examinations with Standardized Patients in Nursing Students: An Innovative Proposal during the COVID-19 Pandemic

“…Clinical simulation methodology has increased exponentially over the last few years and has gained acceptance in nursing education. Simulation-based education is considered an effective educational methodology for nursing students to achieve the competencies needed for their professional future [ 1 , 2 , 3 , 4 ]. Additionally, simulation-based educational programs have been demonstrated to be more useful than traditional teaching methodologies [ 3 , 5 ].…”

“…Simulation-based education offers an excellent opportunity to perform not only observed competency-based teaching, but also the assessment of these competencies. In this sense, simulated-based assessment is aimed at evaluating various professional skills, including knowledge, technical and clinical skills, communication, and decision-making; as well as higher-order competencies such as patient safety and teamwork skills [ 1 , 2 , 3 , 9 ]. Compared with other traditional assessment methods (i.e., written or oral test), simulation-based assessment offers the opportunity to evaluate the actual performance in an environment similar to the ‘real’ clinical practice, assess multidimensional professional competencies, and present standard clinical scenarios to all students [ 1 , 2 , 3 , 9 ].…”

La Realidad Virtual como herramienta de innovación educativa

“…De ese modo, en virtud de lo novedoso que representa la realidad virtual para la educación, sobre todo por la inversión tecnológica que debe realizarse, la presente investigación se basa en una revisión documental de investigaciones publicadas en revistas arbitradas con la finalidad de conocer los aportes y tendencias de la RV al campo educativo, por lo cual se ha trabajado en base a una tipología descriptivadocumental, desde la perspectiva de (Hernández, Fernández & Baptista (2014) La diferencia entre los estudiantes en quienes se han implementado la realidad virtual como estrategia de aprendizaje, ha recopilado un mayor rendimiento académico que quienes no abordaron la realidad aumentada, lo cual a juicio de (Donnelly, et al, 2014), proyecta la importancia de este enfoque educativo en virtud de incentivar la motivación del estudiante a lograr un mejor aprendizaje (Carvalho-Beluce, &, Luciane-de-Oliveira, 2015), así mismo, (Hsieh & Yeehsieh, 2004), destacan que el conocimiento escolar puede ser profundizado en la medida que se apoya en recursos tecnológicos, posibilitando un ejercicio pedagógico en consonancia con las tendencias actuales (Chernikova, et al, 2020), lo cual transciende a estudiantes universitarios, quienes por medio de video juegos y simulación, han alcanzado un mayor aprendizaje en ingeniería (Bodnar, et al, 2016), lo cual proyecta la aplicación de la realidad educativa en los diversos niveles del sistema educativo, teniendo en cuenta que la realidad virtual permite (Hod & Twersky, 2020), asímismo (Danish, et al, 2020), indican que además contribuye a la generación de un aprendizaje colaborativo.…”

Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

“…O. Chernikova, N. Heitzmann, M. Stadler, D. Holzberger, T. Seidel, and F. Fischer [6] draw attention to the possibilities of TT for the development of complex skills and professional thinking. In this regard, such a criterion as the orientation towards the development of the professional thinking of the future teacher will make it possible to assess the extent to which the processes of critical, divergent, and reflexive thinking are stimulated in teaching practice.…”