Learning theories and simulated patient methodology

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Abstract

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.
Original languageEnglish
Title of host publicationSimulated Patient Methodology: Theory, Evidence and Practice
EditorsDebra Nestel, Margaret Bearman
Place of PublicationOxford UK
PublisherJohn Wiley & Sons
Pages33 - 38
Number of pages6
Edition1st
ISBN (Print)9781118761007
DOIs
Publication statusPublished - 2015

Cite this

Bearman, M. L., & Nestel, D. F. (2015). Learning theories and simulated patient methodology. In D. Nestel, & M. Bearman (Eds.), Simulated Patient Methodology: Theory, Evidence and Practice (1st ed., pp. 33 - 38). John Wiley & Sons. https://doi.org/10.1002/9781118760673.ch5