Embracing complexity theory can clarify best practice frameworks for simulation education

Medical Education

Volumn 49, Issue 4, 2015, Pages 344-346

  Lefroy, Janet ^a   Yardley, Sarah ^a  

^a NONE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

HUMAN; MEDICAL EDUCATION; PROCEDURES; SOCIOLOGICAL THEORY; TEACHING;

EDUCATION, MEDICAL; HUMANS; PATIENT SIMULATION; SOCIAL THEORY;

EID: 84924935377     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12662     Document Type: Note

References (9)

1. Fenwick T, Abrandt Dahlgren M. Towards socio-material approaches in simulation-based education: lessons from complexity theory. Med Educ 2015;49:359-67.
2. Yardley S, Irvine AW, Lefroy J. Minding the gap between communication skills simulation and authentic experience. Med Educ 2013;47:495-510.
3. Yardley S, Hookey C, Lefroy J. Designing whole-task learning opportunities for integrated end-of-life care: a practitioner-derived enquiry. Educ Prim Care 2013;24 (6):436-43.
4. van Merriënboer J, Kester L. Whole task models in education. In: Merrill D, Specter M, eds. Handbook of Research on Educational Communications and Technology, 3rd edn. New York, NY: Taylor & Francis 2008;441-56.
5. van Merriënboer J. Training Complex Cognitive Skills. Englewood Cliffs, NJ: Educational Technology Publications 1997;1-338.
6. Dieckmann P, Manser T, Wehner T, Rall M. Reality and fiction cues in medical patient simulation. J Cogn Eng Decis Mak 2007;1 (2):148-68.
7. Kneebone RL, Scott W, Darzi A, Horrocks M. Simulation and clinical practice: strengthening the relationship. Med Educ 2004;38:1095-102.
8. Ericsson K, Krampe R, Heizmann S. Can we create gifted people? Ciba Found Symp 1993;178:222-31.
9. ten Cate O. Nuts and bolts of entrustable professional activities. J Gen Intern Med 2013;5 (1):157-8.