Learning theories and simulated patient methodology

Bearman, Margaret and Nestel, Debra 2014, Learning theories and simulated patient methodology. In Nestel, Debra and Bearman, Margaret (ed), Simulated patient methodology: theory, evidence and practice, Wiley-Blackwell, [Chichester, Eng.], pp.33-38.

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Title Learning theories and simulated patient methodology
Author(s) Bearman, Margaret
Nestel, Debra
Title of book Simulated patient methodology: theory, evidence and practice
Editor(s) Nestel, Debra
Bearman, Margaret
Publication date 2014
Chapter number 5
Total chapters 22
Start page 33
End page 38
Total pages 6
Publisher Wiley-Blackwell
Place of Publication [Chichester, Eng.]
Keyword(s) Health Professional Education
Summary This chapter explores a range of learning theories which inform SP methodology. It outlines three different ways of theorizing about learning, which provide insights into the unique educational opportunities afforded by SP methodology. Cognitive load theory and scaffolding are introduced as ways of thinking about the SP-based curriculum. Reflective practice and narrative learning concepts are applied to manage some of the key learnings which emerge from a learner–SP encounter. Finally, threshold concepts are presented, as a way of understanding the possible transformative power of SP methodology with respect to patient-centred care.
ISBN 1118760956
Language eng
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2015, John Wiley & Sons
Persistent URL http://hdl.handle.net/10536/DRO/DU:30092850

Document type: Book Chapter
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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