Phase 1: Underpinning knowledge
There are a wide variety of learning and teaching delivery methods for providing underpinning knowledge prior to undertaking simulation events. Each has particular advantages and disadvantages that should be considered when determining a mode of delivery.
Some methods used in simulation-based education may include:
Some methods used in simulation-based education may include:
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Readingmaterial
OnlineLearning
Didacticlecture
Facilitateddiscussion
Reading material may include reference articles, guidelines and manuals. It may be provided as pre-reading, support during the course or as a post-course reference. Providing pre-reading saves time on the day which can lower delivery costs however it is quite common that participants do not complete pre-reading, and it also does not allow for discussions and clarification of concepts.
Online learning may include interactive case-based learning, questionnaires to assess background knowledge and answers to fill knowledge gaps, photographic or video resources, and links to other resources.
Didactic lectures are an efficient way to cover large amounts of content. Didactic methods traditionally do not allow for discussion and questioning of concepts and theories arising in the lecture, so if used, sufficient time for questions and discussions between participants and facilitators should be allocated at the end of the lecture.
Facilitated discussions are an interactive form of didactic lectures, and may occur as a planned introductory session, as part of skills training or as part of a scenario or performance debrief. This is a highly effective method of providing underpinning knowledge, as participants can ask clarifying questions to gain understanding.
