Home > Research > Publications & Outputs > Simulation Training in Medical Education—an Exp...

Research

Links

Text available via DOI:

Keywords

View graph of relations

Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses. / Iskander, Morkos.
In: Medical Science Educator, Vol. 29, No. 2, 01.06.2019, p. 593-597.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Iskander, M 2019, 'Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses', Medical Science Educator, vol. 29, no. 2, pp. 593-597. https://doi.org/10.1007/s40670-019-00696-3

APA

Iskander, M. (2019). Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses. Medical Science Educator, 29(2), 593-597. https://doi.org/10.1007/s40670-019-00696-3

Vancouver

Iskander M. Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses. Medical Science Educator. 2019 Jun 1;29(2):593-597. Epub 2019 Feb 6. doi: 10.1007/s40670-019-00696-3

Author

Iskander, Morkos. / Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses. In: Medical Science Educator. 2019 ; Vol. 29, No. 2. pp. 593-597.

Bibtex

@article{bd2aeb7e562e477196b8a5eef52ede60,
title = "Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses",
abstract = "Different theoretical frameworks offer specific, but separate, understandings of the same phenomenon. With the increasing use of simulation for training and assessment in medical education, it is vital to consider how different frameworks grant various insights into the pedagogical value of simulation. In this article, the author evaluated three exemplar theoretical frameworks, cultural-historical activity theory, cognitive load theory, and grounded theory, considering their ontological and epistemological stances, their limitations, and their application to simulation training. The greater understanding offered by this article will inform research design and interpretation of results, enabling a more theoretically poised construction of pedagogical techniques.",
keywords = "Simulation, Theoretical framework",
author = "Morkos Iskander",
year = "2019",
month = jun,
day = "1",
doi = "10.1007/s40670-019-00696-3",
language = "English",
volume = "29",
pages = "593--597",
journal = "Medical Science Educator",
issn = "2156-8650",
publisher = "Springer New York",
number = "2",

}

RIS

TY - JOUR

T1 - Simulation Training in Medical Education—an Exploration Through Different Theoretical Lenses

AU - Iskander, Morkos

PY - 2019/6/1

Y1 - 2019/6/1

N2 - Different theoretical frameworks offer specific, but separate, understandings of the same phenomenon. With the increasing use of simulation for training and assessment in medical education, it is vital to consider how different frameworks grant various insights into the pedagogical value of simulation. In this article, the author evaluated three exemplar theoretical frameworks, cultural-historical activity theory, cognitive load theory, and grounded theory, considering their ontological and epistemological stances, their limitations, and their application to simulation training. The greater understanding offered by this article will inform research design and interpretation of results, enabling a more theoretically poised construction of pedagogical techniques.

AB - Different theoretical frameworks offer specific, but separate, understandings of the same phenomenon. With the increasing use of simulation for training and assessment in medical education, it is vital to consider how different frameworks grant various insights into the pedagogical value of simulation. In this article, the author evaluated three exemplar theoretical frameworks, cultural-historical activity theory, cognitive load theory, and grounded theory, considering their ontological and epistemological stances, their limitations, and their application to simulation training. The greater understanding offered by this article will inform research design and interpretation of results, enabling a more theoretically poised construction of pedagogical techniques.

KW - Simulation

KW - Theoretical framework

U2 - 10.1007/s40670-019-00696-3

DO - 10.1007/s40670-019-00696-3

M3 - Journal article

VL - 29

SP - 593

EP - 597

JO - Medical Science Educator

JF - Medical Science Educator

SN - 2156-8650

IS - 2

ER -