A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education
Olga Chernikova, Nicole Heitzmann, Ansgar Opitz, Tina Seidel, Frank Fischer
Abstract
Abstract This chapter presents an overview of the theoretical and empirical evidence on the effectiveness of simulation-based learning in higher education for learners in the domains of medical and teacher education. First and foremost, it presents a theoretical framework for fostering diagnostic competences in simulation-based environments. This theoretical framework was utilized to develop the simulations described in this book and contribute to generating further empirical evidence on the effective design of simulation-based learning environments in the context of diagnosis. Moreover, this chapter presents insights from a meta-analytic study supporting the importance of learners’ individual prerequisites as well as the instructional and contextual factors described in the model.