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Designing for Learning in Computer-Assisted Health Care Simulations
Abstract
This chapter is about designing for learning in educational computer-assisted simulations (ECAS) in health care education (HCE). This is an area in need of an informed educational framework for analysis and design, on a research level as well as on a practice level. Drawing upon the works of Luckin (2008, 2010), an Ecology of Resources framework is proposed, which, informed by experiences from the research field (Gaba, 2004; Issenberg et al., 2005), can support researchers as well as practitioners in analyzing and designing health care simulations. Using this framework, we will discuss original empirical data from two studies from the Learning Radiology in Simulated Environments project, and more specifically how changes in design, or adjustments to the Ecology of Resources, impact the simulation process. Data include video-recorded observations of collaborative simulation training, a student questionnaire directly after training and later follow-up interviews. We will illustrate the usefulness of the framework and point out some challenges and suggestions for future development and research.
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