Operationalising elaboration theory for simulation instruction design: A Delphi study

Medical Education

Volumn 49, Issue 6, 2015, Pages 576-588

  Haji, Faizal A ^a,b,c   Khan, Rabia ^a   Regehr, Glenn ^d   Ng, Gary ^e   de Ribaupierre, Sandrine ^c   Dubrowski, Adam ^f  

^a UNIVERSITY OF TORONTO   (Canada)

^b HOSPITAL FOR SICK CHILDREN   (Canada)

^c UNIVERSITY OF WESTERN ONTARIO   (Canada)

^d UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^e UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY   (Canada)

^f MEMORIAL UNIVERSITY OF NEWFOUNDLAND   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; CLINICAL COMPETENCE; DELPHI STUDY; EDUCATIONAL MODEL; FEASIBILITY STUDY; HUMAN; PROCEDURES; PUNCTURE; SIMULATION TRAINING; STANDARDS;

ADULT; CLINICAL COMPETENCE; DELPHI TECHNIQUE; FEASIBILITY STUDIES; HUMANS; MODELS, EDUCATIONAL; SIMULATION TRAINING; SPINAL PUNCTURE;

EID: 84929393020     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12726     Document Type: Article

References (55)

1. van Merrienboer JJG, Kirschner PA, Kester L. Taking the load off a learner's mind: instructional design for complex learning. Educ Psychol 2003;38 (1):5-13.
2. La Rochelle JS, Durning SJ, Pangaro LN, Artino AR, van der Vleuten CPM, Schuwirth L. Authenticity of instruction and student performance: a prospective randomised trial. Med Educ 2011;45:807-17.
3. Brydges R, Carnahan H, Backstein D, Dubrowski A. Application of motor learning principles to complex surgical tasks: searching for the optimal practice schedule. J Mot Behav 2007;39 (1):40-8.
4. LaRochelle JS, Durning SJ, Pangaro LN, Artino AR, van der Vleuten C, Schuwirth L. Impact of increased authenticity in instructional format on preclerkship students' performance: a two-year, prospective, randomised study. Acad Med 2012;87 (10):1341-7.
5. Rudolph JW, Simon R, Raemer DB. Which reality matters? Questions on the path to high engagement in healthcare simulation. Simul Healthc 2007;2 (3):161-3.
6. Dieckmann P, Gaba D, Rall M. Deepening the theoretical foundations of patient simulation as social practice. Simul Healthc 2007;2 (3):183-93.
7. Kneebone R, Nestel D, Yadollahi F, Brown R, Nolan C, Durack J, Brenton H, Moulton C, Archer J, Darzi A. Assessing procedural skills in context: exploring the feasibility of an Integrated Procedural Performance Instrument (IPPI). Med Educ 2006;40:1105-14.
8. Tun JK, Kneebone R. Bridging worlds: applying the science of motor learning to clinical education. Med Educ 2011;45:111-4.
9. Wulf G, Shea CH. Principles derived from the study of simple skills do not generalise to complex skill learning. Psychon Bull Rev 2002;9 (2):185-211.
10. Dubrowski A, Park J, Moulton C-A, Larmer J, MacRae H. A comparison of single- and multiple-stage approaches to teaching laparoscopic suturing. Am J Surg 2007;193 (2):269-73.
11. van Merrienboer JJG, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ 2010;44:85-93.
12. Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ Psychol 2006;41 (2):75-86.
13. Norman G, Dore K, Grierson L. The minimal relationship between simulation fidelity and transfer of learning. Med Educ 2012;46:636-47.
14. Hamstra SJ, Brydges R, Hatala R, Zendejas B, Cook DA. Reconsidering fidelity in simulation-based training. Acad Med 2014;89 (3):387-92.
15. Reigeluth CM. In search of a better way to organise instruction: the elaboration theory. J Instr Dev 1979;2 (3):8-15.
16. Reigeluth CM. The elaboration theory: guidance for scope and sequence decisions. In: Reigeluth CM, ed. Instructional-Design Theories and Models, Vol. II: A New Paradigm of Instructional Theory, Mahwah, NJ: Lawrence Erlbaum Associates 1999;425-53.
17. Reigeluth C. Order, first step to mastery: an introduction to sequencing in instructional design. In: Ritter FE, Nerb J, Lehtinen E, O'Shea TM, eds. In Order to Learn: How the Sequence of Topics Influences Learning. New York, NY: Oxford University Press 2007;19-40.
18. Bannert M. Managing cognitive load - recent trends in cognitive load theory. Learn Instr 2002;12 (1):139-46.
19. Reigeluth CM, Rodgers CA. The elaboration theory of instruction: prescriptions for task analysis and design. NSPI J 1980;19 (1):16-26.
20. English R, Reigeluth C. Formative research on sequencing instruction with the elaboration theory. Educ Tech Res 1996;44 (1):23-42.
21. Hsu C-C, Sandford B. The Delphi technique: making sense of consensus. J Pract Assess Res Eval 2007;12 (10):1-8.
22. Clayton MJ. Delphi: a technique to harness expert opinion for critical decision-making tasks in education. Educ Psychol 1997;17 (4):373-86.
23. Thompson M. Considering the implication of variations within Delphi research. Fam Pract 2009;26 (5):420-4.
24. Graham B, Regehr G, Wright JG. Delphi as a method to establish consensus for diagnostic criteria. J Clin Epidemiol 2003;56 (12):1150-6.
25. White MLM, Jones RR, Zinkan LL, Tofil NMN. Transfer of simulated lumbar puncture training to the clinical setting. Pediatr Emerg Care 2012;28 (10):1009-12.
26. Conroy SM, Bond WF, Pheasant KS, Ceccacci N. Competence and retention in performance of the lumbar puncture procedure in a task trainer model. Simul Healthc 2010;5 (3):133-8.
27. Kessler DO, Auerbach M, Pusic M, Tunik MG, Foltin JC. A randomised trial of simulation-based deliberate practice for infant lumbar puncture skills. Simul Healthc 2011;6 (4):197-203.
28. Brydges R, Nair P, Ma I, Shanks D, Hatala R. Directed self-regulated learning versus instructor-regulated learning in simulation training. Med Educ 2012;46:648-56.
29. Lammers RL, Temple KJ, Wagner MJ, Ray D. Competence of new emergency medicine residents in the performance of lumbar punctures. Acad Emerg Med 2005;12 (7):622-8.
30. Shah KH, McGillicuddy D, Spear J, Edlow JA. Predicting difficult and traumatic lumbar punctures. Am J Emerg Med 2007;25 (6):608-11.
31. Weed JT, Taenzer AH, Finkel KJ, Sites BD. Evaluation of pre-procedure ultrasound examination as a screening tool for difficult spinal anaesthesia*. Anaesthesia 2011;66 (10):925-30.
32. Fink A, Kosecoff J, Chassin M, Brook RH. Consensus methods: characteristics and guidelines for use. Am J Public Health 1984;74 (9):979-83.
33. de Villiers MR, de Villiers PJT, Kent AP. The Delphi technique in health sciences education research. Med Teach 2005;27 (7):639-43.
34. Morgan PJ, Lam-McCulloch J, Herold-McIlroy J, Tarshis J. Simulation performance checklist generation using the Delphi technique. Can J Anaesth 2007;54 (12):992-7.
35. Penciner R, Langhan T, Lee R, McEwen J, Woods RA, Bandiera G. Using a Delphi process to establish consensus on emergency medicine clerkship competencies. Med Teach 2011;33 (6):e333-9.
36. Valente TW, Pumpuang P. Identifying opinion leaders to promote behaviour change. Health Educ Behav 2007;34 (6):881-96.
37. Linstone HA, Turoff M. The Delphi Method: Techniques and Applications. Reading, MA: Addison-Wesley 1975.
38. Moore CM. Group Techniques for Idea Building. Thousand Oaks, CA: Sage Publications 1987.
39. Scavone BM, Sproviero MT, McCarthy RJ, Wong CA, Sullivan JT, Siddall VJ, Wade LD. Development of an objective scoring system for measurement of resident performance on the human patient simulator. Anesthesiology 2006;105 (2):260-6.
40. Lambe P, Bristow D. What are the most important non-academic attributes of good doctors? A Delphi survey of clinicians. Med Teach 2010;32 (8):e347-54.
41. Bland JM, Altman DG. Statistics notes: Cronbach's alpha. BMJ 1997;314 (7080):572.
42. Dajani JS, Sincoff MZ, Talley WK. Stability and agreement criteria for the termination of Delphi studies. Technol Forecast Soc change 1979;13 (1):83-90.
43. Scheibe M, Skutsch M, Schofer J. Experiments in Delphi methodology. In: Linstone HA, Turoff M, eds. The Delphi Method: Techniques and Applications. Reading, MA: Addison-Wesley 1975;262-87.
44. Issenberg SB, Ringsted C, Østergaard D, Dieckmann P. Setting a research agenda for simulation-based healthcare education. Simul Healthc 2011;6 (3):155-67.
45. Dieckmann PP, Phero JCJ, Issenberg SBS, Kardong-Edgren SS, Østergaard DD, Ringsted CC. The first Research Consensus Summit of the Society for Simulation in Healthcare: conduction and a synthesis of the results. Simul Healthc 2011;6 (Suppl 1):1-9.
46. Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med Teach 2013;35 (1):e844-75.
47. Haji FA, Da Silva C, Daigle DT, Dubrowski A. From bricks to buildings: adapting the MRC framework to develop programs of research in simulation education and training for the health professions. Simul Healthc 2014;9 (4):249-59.
48. Yurko YY, Scerbo MW, Prabhu AS, Acker CE, Stefanidis D. Higher mental workload is associated with poorer laparoscopic performance as measured by the NASA-TLX tool. Simul Healthc 2010;5 (5):267-71.
49. Fraser K, Ma I, Teteris E, Baxter H, Wright B, McLaughlin K. Emotion, cognitive load and learning outcomes during simulation training. Med Educ 2012;46:1055-62.
50. Tomasko JM, Pauli EM, Kunselman AR, Haluck RS. Sleep deprivation increases cognitive workload during simulated surgical tasks. Am J Surg 2012;203 (1):37-43.
51. Bjerrum AS, Hilberg O, Van Gog T, Charles P, Eika B. Effects of modelling examples in complex procedural skills training: a randomised study. Med Educ 2013;47:888-98.
52. Choi HH, van Merrienboer J, Paas F. Effects of the physical environment on cognitive load and learning: towards a new model of cognitive load. Educ Psychol Rev 2014;26:225-44.
53. Wilson B, Cole P. A critical review of elaboration theory. Educ Technol Res 1992;40 (3):63-79.
54. Walsh CM, Ling SC, Khanna N, Cooper MA, Grover SC, May G, Walters TD, Rabeneck L, Reznick R, Carnahan H. Gastrointestinal Endoscopy Competency Assessment Tool: development of a procedure-specific assessment tool for colonoscopy. Gastrointest Endosc 2014;79 (5):798-807.
55. Kneebone R. Perspective: simulation and transformational change: the paradox of expertise. Acad Med 2009;84 (7):954-7.