Difference between revisions of "Simulation-Based Training"
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=='''General Guidelines'''== | =='''General Guidelines'''== | ||
#'''Identifying where simulation is appropriate or essential.''' | #'''Identifying where simulation is appropriate or essential.''' | ||
| − | #''' Understanding | + | #''' Understanding the [[Training Needs|training needs]] and requirements.''' |
#'''Defining [[Instructional Design|instructional design]] ''' such as performance measurement and feedback must be embedded within the simulation. | #'''Defining [[Instructional Design|instructional design]] ''' such as performance measurement and feedback must be embedded within the simulation. | ||
| − | #'''Creating crafts scenarios based on guidance from the learning [[ | + | #'''Creating crafts scenarios based on guidance from the learning [[Outcomes|outcomes]]. ''' |
#'''Creating opportunities for assessing and diagnosing individual and/or team performance within the simulation.''' | #'''Creating opportunities for assessing and diagnosing individual and/or team performance within the simulation.''' | ||
#'''Guide the learning.''' | #'''Guide the learning.''' | ||
Revision as of 17:03, 21 January 2009
 SIMULATION-BASED TRAINING |
| An instructional methodology in which the trainees, through simulations, 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 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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 Implementing a Simulation-Based Training |
General Guidelines
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References
- ↑ Wikipedia (21 January 2009)
- ↑ www.ingentaconnect.org (21 January 2009), www.rpd.co.uk(21 January 2009)