Difference between revisions of "Simulation-Based Training"
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*Measures/metrics and [[Assessment|Assessment]] | *Measures/metrics and [[Assessment|Assessment]] | ||
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− | *[[Feedback|Feedback]] and [[Debriefing|Debriefing]] | + | *[[Feedback|Feedback]] and [[Debriefing|Debriefing]] <ref>[http://www.wikipedia.org Wikipedia] (21 January 2009), [http://www.rpd.co.uk www.rpd.co.uk](21 January 2009), [http://www.ipieca.org www.ipieca.org](21 January 2009) </ref> |
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− | <ref>[http://www.wikipedia.org Wikipedia] (21 January 2009), [http://www.rpd.co.uk www.rpd.co.uk](21 January 2009), [http://www.ipieca.org www.ipieca.org](21 January 2009) </ref> | + | |
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#'''Focusing '''on cognitive/psychological simulation fidelity. | #'''Focusing '''on cognitive/psychological simulation fidelity. | ||
#'''Forming a mutual partnership ''' between subject matter experts and learning experts. | #'''Forming a mutual partnership ''' between subject matter experts and learning experts. | ||
− | #'''Ensuring that the training program worked.''' | + | #'''Ensuring that the training program worked.''' <ref>[http://www.ingentaconnect.com www.ingentaconnect.org] (21 January 2009), </ref>. |
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=='''Guiding principles'''== | =='''Guiding principles'''== | ||
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#*Report findings | #*Report findings | ||
#*Make recommendations | #*Make recommendations | ||
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− | + | ==Job Aid== | |
− | + | [[Image: pdf.png]] [[Media: Toolkit_Template_Simulation-Based_Training.pdf|Simulation-Based Training]] | |
== References == | == References == | ||
<references/> | <references/> |
Latest revision as of 16:31, 2 February 2012
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An instructional methodology in which the trainees, through simulations or situation scenario, can learn by practising skills taught and experiencing mistakes before interacting in the real world. This methodology is typically goal oriented and focus learners on specific facts, concepts or application of reality. For example, simulation exercises are often designed to evaluate a wide range of contingency plans and to train the personnel involved.
Simulation-based training is often associated with full replicas of real equipment - often with computer systems, motion systems, and high-quality graphics. This is not the case, as simulation-based learning in broadest sense can include:
of information and response strategies. A simple and early form of tabletop exercise would be a response team going through the contingency plan, page by page, testing each other’s activities in response to an imaginary situation. A more complex tabletop exercise might involve several groups, including outside parties, playing their roles. For the acquisition of critical assessment and management skills, simulation-based training give more results than problem-based learning. The key components of simulation-based training are as follows:
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General Guidelines
Guiding principlesWhen designing and conducting exercises, there are certain guiding principles that should be observed:
Planning Process Step by StepExercice planning consists of four separate activities - design, develop, conduct and review - that collectively describe the process for creating and running realistic and successul exercises. The process is defined as follows:
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Job Aid
References
- ↑ Wikipedia (21 January 2009), www.rpd.co.uk(21 January 2009), www.ipieca.org(21 January 2009)
- ↑ www.ingentaconnect.org (21 January 2009),