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Promoting Expertise Through Simulation (PETS): A conceptual framework
Tekijät: Jossberger Helen, Breckwoldt Jan, Gruber Hans
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2022
Journal: Learning and Instruction
Tietokannassa oleva lehden nimi: LEARNING AND INSTRUCTION
Lehden akronyymi: LEARN INSTR
Artikkelin numero: 101686
Vuosikerta: 82
Sivujen määrä: 10
ISSN: 0959-4752
eISSN: 1873-3263
DOI: https://doi.org/10.1016/j.learninstruc.2022.101686
Verkko-osoite: https://doi.org/10.1016/j.learninstruc.2022.101686
Tiivistelmä
Questioning how and why simulations can be suitable for supporting intraindividual learning and expertise development motivated this study. We depart from an empirically well supported cognitive perspective of expertise that focusses on cognitive adaptations through long-term engagement with professional work activities. The strength of simulation learning is seen in its multiple explanatory base, which is used to build the framework PETS (Promoting Expertise Through Simulation). The PETS model specifically addresses how simulations can contribute to intraindividual knowledge restructuring through case processing and learner-tailored guidance of a trainer supporting the thorough engagement in deliberate practice activities to go beyond automatization. Preparation, briefing, repetitive practice opportunities, and debriefing are phases of instructional embedding in simulation learning for which the PETS model identifies important prerequisites to enhance understanding of what works for whom under which conditions and why during expertise development.
Questioning how and why simulations can be suitable for supporting intraindividual learning and expertise development motivated this study. We depart from an empirically well supported cognitive perspective of expertise that focusses on cognitive adaptations through long-term engagement with professional work activities. The strength of simulation learning is seen in its multiple explanatory base, which is used to build the framework PETS (Promoting Expertise Through Simulation). The PETS model specifically addresses how simulations can contribute to intraindividual knowledge restructuring through case processing and learner-tailored guidance of a trainer supporting the thorough engagement in deliberate practice activities to go beyond automatization. Preparation, briefing, repetitive practice opportunities, and debriefing are phases of instructional embedding in simulation learning for which the PETS model identifies important prerequisites to enhance understanding of what works for whom under which conditions and why during expertise development.
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