“…[7][8][9][10][11] The implementation of the curriculum, and feedback from assessment and evaluation, may also be generating learning-related needs, such as strategies for managing cognitive load or encouraging deliberative practice. 12 Depending on the major work being planned, it might be helpful to learn about program evaluation (eg, use of logic models) or particular technologies being used to support the curriculum. 13 It is not necessary to learn everything, but strategic learning priorities should be identified.…”
This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a captain of the ship metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for both leadership and management is also emphasized.
“…[7][8][9][10][11] The implementation of the curriculum, and feedback from assessment and evaluation, may also be generating learning-related needs, such as strategies for managing cognitive load or encouraging deliberative practice. 12 Depending on the major work being planned, it might be helpful to learn about program evaluation (eg, use of logic models) or particular technologies being used to support the curriculum. 13 It is not necessary to learn everything, but strategic learning priorities should be identified.…”
This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a captain of the ship metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for both leadership and management is also emphasized.
“…These same factors influence learning or recall 47‐49 . Experience level can also influence what is perceived or learned 50 :Experience level can also influence what is perceived or learned 50 : ‘Kirschner (1991, 1992) also argued that the way an expert works in his or her domain (epistemology) is not equivalent to the way one learns in that area (pedagogy). A similar line of reasoning was followed by Dehoney (1995), who posited that the mental models and strategies of experts have been developed through the slow process of accumulating experience in their domain areas.’( 51 )‘The major fallacy […] is that it makes no distinction between the behaviours and methods of … an expert practising a profession and those students who are new to the discipline and who are, thus, essentially novices.’( 51 )…”
Section: Factors That Contribute To the Myth Of Surprise‐induced Learmentioning
confidence: 99%
“…Experience level can also influence what is perceived or learned 50 : ‘Kirschner (1991, 1992) also argued that the way an expert works in his or her domain (epistemology) is not equivalent to the way one learns in that area (pedagogy). A similar line of reasoning was followed by Dehoney (1995), who posited that the mental models and strategies of experts have been developed through the slow process of accumulating experience in their domain areas.’( 51 )…”
Section: Factors That Contribute To the Myth Of Surprise‐induced Learmentioning
Objectives: This paper aims to discuss the recurring education-related issue of the highfidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training.
Methods:We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation.
Results:Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences.
Conclusions:We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.How to cite this article: Monteiro S, Sibbald M. Aha! Taking on the myth that simulation-derived surprise enhances learning.
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