Nathan Oliver, Simon Edgar, Edward Mellanby, Alistair May
{"title":"苏格兰模拟“KSDP”设计框架:为建立一致的模拟程序的意义和有序的方法。","authors":"Nathan Oliver, Simon Edgar, Edward Mellanby, Alistair May","doi":"10.1186/s41077-024-00321-3","DOIUrl":null,"url":null,"abstract":"<p><p>Impactful learning through simulation-based education involves effective planning and design. This can be a complex process requiring educators to master a varied toolkit of analysis tools, learning methodologies, and evaluative strategies; all to ensure engagement of learners in a meaningful and impactful way. Where there is a lack of thoughtful design, simulation-based education programmes may be inefficiently deployed at best, and completely ineffective or even harmful to learning and learners at worst. This paper presents a useful sense-making framework, designed to support simulation educators in designing their learning activities in a systematic, stepwise, and learner centred way.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"9 1","pages":"52"},"PeriodicalIF":2.8000,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11673891/pdf/","citationCount":"0","resultStr":"{\"title\":\"The Scottish Simulation 'KSDP' Design Framework: a sense-making and ordered approach for building aligned simulation programmes.\",\"authors\":\"Nathan Oliver, Simon Edgar, Edward Mellanby, Alistair May\",\"doi\":\"10.1186/s41077-024-00321-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Impactful learning through simulation-based education involves effective planning and design. This can be a complex process requiring educators to master a varied toolkit of analysis tools, learning methodologies, and evaluative strategies; all to ensure engagement of learners in a meaningful and impactful way. Where there is a lack of thoughtful design, simulation-based education programmes may be inefficiently deployed at best, and completely ineffective or even harmful to learning and learners at worst. This paper presents a useful sense-making framework, designed to support simulation educators in designing their learning activities in a systematic, stepwise, and learner centred way.</p>\",\"PeriodicalId\":72108,\"journal\":{\"name\":\"Advances in simulation (London, England)\",\"volume\":\"9 1\",\"pages\":\"52\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-12-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11673891/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in simulation (London, England)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/s41077-024-00321-3\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in simulation (London, England)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s41077-024-00321-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
The Scottish Simulation 'KSDP' Design Framework: a sense-making and ordered approach for building aligned simulation programmes.
Impactful learning through simulation-based education involves effective planning and design. This can be a complex process requiring educators to master a varied toolkit of analysis tools, learning methodologies, and evaluative strategies; all to ensure engagement of learners in a meaningful and impactful way. Where there is a lack of thoughtful design, simulation-based education programmes may be inefficiently deployed at best, and completely ineffective or even harmful to learning and learners at worst. This paper presents a useful sense-making framework, designed to support simulation educators in designing their learning activities in a systematic, stepwise, and learner centred way.