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Learning theories and simulated patient methodology
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.
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Title of book
Simulated patient methodology: theory, evidence and practiceChapter number
5Pagination
33 - 38Publisher
Wiley-BlackwellPlace of publication
[Chichester, Eng.]ISBN-13
9781118760956ISBN-10
1118760956Language
engPublication classification
B Book chapter; B1.1 Book chapterCopyright notice
2015, John Wiley & SonsExtent
22Editor/Contributor(s)
D Nestel, M BearmanUsage metrics
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