Difference between revisions of "Simulation-Based Training"

This methodology is typically goal oriented and focus learners on specific facts, concepts or application of reality. Simulation-based training is often associated with ful 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:

• Real equipment used in a non-operational training context
• Basic computer-based multi-media graphics and animations
• Desk-top computer-based training and assessment
• High fidelity driving and signalling simulators
• Tabletop exercices and role play where technology-based simulators are not available: Tabletop exercises normally consist of interactive discussions of a simulated scenario among members of a response team but do not involve the mobilization of

personnel or equipment. They are usually conducted in a conference room or series of rooms connected by telephone lines, and focus on the roles and actions of the individuals, the interactions between the various parties and the development 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:

• Performance history / Skill inventory
• Tasks/Competencies
• Learning ObjectiveslLearning Objectives
• Events/Exercices
• Measures/metrics and Assessment
• Performance diagnosis
• Feedback and Debriefing

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General Guidelines

1. Identifying where simulation is appropriate or essential.
2. Understanding the training needs and requirements.
3. Defining instructional design such as performance measurement and feedback must be embedded within the simulation.
4. Creating crafts scenarios based on guidance from the learning outcomes.
5. Creating opportunities for assessing and diagnosing individual and/or team performance within the simulation.
6. Guiding the learning.
7. Focusing on cognitive/psychological simulation fidelity.
8. Forming a mutual partnership between subject matter experts and learning experts.
9. Ensuring that the training program worked.