As healthcare simulation evolves with technology advancements and educational research, modern learning theories provide new perspectives on effective education design. This HealthySimulation.com article, part two of a series by Rémy Roe, Ph.D., Simulation Technology Specialist at the Stanford University School of Medicine Center for Immersive and Simulation-based Learning (CISL), explores seven contemporary approaches to adult education: Action Learning, Self-directed Learning, Humanism, Project-based Learning, Connectivism, Gagné’s Conditions of Learning, and the ARCS Model of Motivation. These modern frameworks offer valuable insights for healthcare simulation programs that aim to enhance their educational impact. Be sure to start with Part 1: Classic Learning Theories and Their Applications in Healthcare Simulation.
Action Learning in Clinical Education
Reg Revans’ Action Learning Theory (2017) emphasizes learning through authentic problem-solution experiences. This approach combines actual work challenges with reflection and peer discussion to generate practical solutions and learning outcomes. In healthcare simulation, action learning principles manifest through scenario-based experiences that reflect real clinical challenges. Small group simulations allow learners to tackle complex problems together, share insights, and develop practical solutions. The theory supports the integration of actual clinical cases into simulation design to create authentic educational experiences that mirror workplace challenges.
Self-directed Learning Approaches
Self-directed Learning Theory, advanced by Malcolm Knowles, emphasizes the learner’s ability to take initiative in their educational journey (Manning, 2007). This approach recognizes adults’ capacity to identify educational needs, set goals, and evaluate their progress. Healthcare simulation centers support self-directed learning through flexible schedule options and customizable scenarios. Learners select specific skills to practice or scenarios that address their identified knowledge gaps. The implementation of learning management systems allows participants to track their progress and choose appropriate learning pathways.
Humanism in Healthcare Education
Humanistic Learning Theory, influenced by Carl Rogers and Abraham Maslow, focuses on personal growth, self-actualization, and the importance of emotional aspects in learning (Johnson, 2021). This approach emphasizes the creation of safe, supportive environments that promote personal development. Simulation programs apply humanistic principles through the creation of psychologically safe spaces for practice and reflection. This includes careful attention to emotional debriefs after difficult scenarios and recognition of personal growth achievements. The theory supports the integration of emotional intelligence training into clinical scenarios and emphasizes the human aspects of healthcare delivery.
Project-based Learning Applications
Project-based Learning (Kokotsaki et al., 2016) emphasizes hands-on experience through extended learning activities that address real-world challenges. This approach allows learners to develop a deep understanding through active exploration of clinical problems and the creation of practical solutions. Healthcare simulation centers implement project-based learning through longitudinal scenarios that span multiple sessions. For example, learners may manage a complex patient case from admission through discharge when they make clinical decisions and adjust care plans based on patient responses. Multi-day simulations allow for complex case development and team-based problem solutions.
Connectivism in Digital Age Learning
George Siemens’ Connectivism Theory (Goldie, 2016) addresses learning in the digital age and emphasizes how knowledge exists within networks and systems. This modern theory recognizes that learning occurs through connections between information sources like digital resources and professional networks. Simulation programs apply connectivist principles through the incorporation of digital resources, online collaboration tools, and virtual networks into their educational design. Virtual simulation platforms, online debrief sessions, and digital resource libraries extend learning beyond physical simulation centers. This theory supports the integration of social media and professional platforms for continued learning.
Gagné’s Conditions of Learning
Robert Gagné’s Systematic Approach (Curry et al., 2021) to instructional design identifies nine specific conditions necessary for effective learning. These conditions progress from attention gain through the retention and transfer of knowledge. Healthcare simulation structures scenarios to incorporate Gagné’s nine events of instruction: gain attention, inform learners of objectives, stimulate recall of prior learning, present the stimulus, provide learning guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. This systematic approach ensures thorough coverage of learning objectives and promotes knowledge retention.
ARCS Model of Motivation
John Keller’s ARCS Model (2010) focuses on four key components of motivation: Attention, Relevance, Confidence, and Satisfaction. This framework helps educators design experiences that capture and maintain learner engagement. Simulation centers apply the ARCS Model to enhance participant motivation through various strategies, like the use of dynamic scenarios and unexpected events, progressive skill development, and successful scenario completion with constructive feedback.
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Implementation Strategies
This article has discussed seven contemporary learning theories and their applications in healthcare simulation. These modern approaches build upon the classical theories discussed in part one of this series, providing additional tools for creating effective simulation-based learning experiences.
The successful integration of these contemporary approaches requires a careful plan and systematic implementation. To succeed in implementation, healthcare simulation centers should consider a few different factors. For example, modern learning theories often demand sophisticated technological infrastructure. Centers need to evaluate their capacity for virtual simulation, digital resource management, and online collaboration tools. Moreover, educators will require training in new pedagogical approaches and technology use. Professional development programs help faculty members adapt their teaching methods to incorporate contemporary learning theories.
New learning approaches also necessitate innovative assessment strategies. Centers must develop methods to evaluate educational outcomes across multiple dimensions, such as technical skills, critical thinking, and professional development. The integration of these contemporary frameworks with traditional learning theories creates a comprehensive approach to simulation education. The combination of project-based activities, digital connectivity, systematic instruction, and motivational design gives simulation programs the ability to offer robust experiential learning programs that meet the needs of modern healthcare professionals.
As healthcare simulation continues to evolve, these theories provide crucial guidance on how to create educational experiences that engage learners, promote knowledge retention, and support professional development. The thoughtful application of learning theory ensures that simulation-based education remains a powerful tool for the improvement of healthcare practice and patient outcomes. The future of healthcare simulation lies in the successful integration of these contemporary approaches with established educational principles. This combination creates educational environments that are both theoretically sound and practically effective, which prepares healthcare professionals for the challenges of modern medical practice.
Learn More About Classic Learning Theories in Healthcare Simulation!
References:
- Curry, J. H., Johnson, S., & Peacock, R. (2021). Robert Gagné and the systematic design of instruction. Design for learning: Principles, processes, & praxis. Ed Tech Books.
- Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661.
- Johnson, A. P. (2021). Education Psychology: Theories of Learning and Human Development (2014). USA: National Science Press.
- Keller, J.M. (2010). The Arcs Model of Motivational Design. In: Motivational Design for Learning and Performance. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1250-3_3.
- Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
- Manning, G. (2007). Self-directed learning: A key component of adult learning theory. Business and Public Administration Studies, 2(2), 104-104.
- Revans, R. (2017). ABC of Action Learning. Routledge.
