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Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education

Designing Simulated Learning Environments and Facilitating Authentic Learning Experiences in Medical Education
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Author(s): Xun Ge (University of Oklahoma, USA), Qian Wang (University of Oklahoma, USA), Kun Huang (Mississippi State University, USA), Victor Law (University of New Mexico, USA) and Dominique C. Thomas (Cameron University, USA)
Copyright: 2017
Pages: 24
Source title: Advancing Medical Education Through Strategic Instructional Design
Source Author(s)/Editor(s): Jill Stefaniak (Old Dominion University, USA)
DOI: 10.4018/978-1-5225-2098-6.ch004

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Abstract

The purpose of this chapter is to provide some practical guidance and theoretical basis on designing simulated learning environments to researchers and instructional designers, medical educators, instructional design students, and others who are committed to improving learning and instruction in medical education. This chapter will benefit those who are interested in designing simulated learning environments and facilitating simulated learning experiences in instructional settings. The chapter first defines various types of simulations and their cognitive functions in support of students' authentic learning experiences. Following this, the chapter highlights critical components for designing simulated learning environments, including identifying learning objectives, developing problem scenarios, and facilitating students' learning experiences. It is hoped that this chapter will be a useful tool and resource for medical educators, researchers and instructional designers, and graduate students who are pursuing an advanced degree in instructional design and technology.

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