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.
|Title of host publication||Simulated Patient Methodology: Theory, Evidence and Practice|
|Editors||Debra Nestel, Margaret Bearman|
|Place of Publication||Oxford UK|
|Publisher||John Wiley & Sons|
|Pages||33 - 38|
|Number of pages||6|
|Publication status||Published - 2015|