The Simulation-Based Medical Education (SBME) and Its Situated Design Paradigm_Chinese Journal of Evidence-Based Medicine

Authors：

 QIAN Xuyang ¹ , WANG Wei ²

1. Research Institute for Curriculum and Teaching, Zhejiang Normal University, Jinhua 321004, Zhejiang, China2. Department of Pathophysiology, Wenzhou Medical College, Wenzhou 325035, Zhejiang, China;

Corresponding author：

QIAN Xuyang, Email: qxy0927@126.com

Keywords：

Simulation-based medical education; Situated cognition; Designing perspective

DOI：

10.7507/1672-2531.20090200

Video：

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Abstract Full text Figures/Tables Video References Cited by

Simulation-based medical education is becoming increasingly common. In this paper, the status and goal of SBME development is analyzed after a brief introduction of SBME. Secondly, the essentiality and possibility of bringing SBME to a situated paradigm are clarified, because there are rich implications for situated cognition as the theory foundation of SBME. As a main discussion point, eight practical situated designing principles for SBME in theoretical and practical contexts are then expounded. Finally, a specific attitude toward the relationship between theory and practice for the SBME teachers is also elucidated.

Citation： QIAN Xuyang,WANG Wei. The Simulation-Based Medical Education (SBME) and Its Situated Design Paradigm. Chinese Journal of Evidence-Based Medicine, 2009, 09(10): 1127-1130. doi: 10.7507/1672-2531.20090200 Copy

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1. 王文静. 情境认知与学习理论研究述评. 全球教育展望, 2002, 32(1): 51-55.
2. Dent JA, Harden RM著, 程伯基译. 医学教师必读——实用教学指导. 北京: 北京大学医学出版社, 2008. 217, 225.
3. Ziv A, Wolpe PR, Small SD, et al. Simulation-based medical education: an ethical imperative. Academic Medicine, 2003, 78(8): 783-788.
4. 挪度中国有限公司. 中国医学模拟教育的存在根源. 医学教育, 2005, 25(1): 93.
5. 万学红, 姚巡, 卿平. 现代医学模拟教学的发展及其对医学教育的影响. 中国循证医学杂志, 2008, 8(6): 413-415.
6. Aldrich C. 9 paradoxes of educational simulation. Designing Learning, 2006, (5): 49-52.
7. Bradley P, Postlethwaite K. Simulation in clinical learning. Medical Education, 2003, 37(S1): 1-5.
8. 高文. 情境学习与情境认知. 教育发展研究, 2001, (8): 30-35.
9. Wilson BG, Myers KM. Situated cognition in theoretical and practical context. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environment. Mahwah NJ: Erlbaum, 1999.
10. 陈丽华. 情境模式的教学设计. http://jpkc.scnu.edu.cn/xxjsjy/webcourse/xxzy/other/2.doc. 2006-5-13/2008-11-22.
11. Hi l l JR, Hannaf in MJ . Teaching and Learning in Digi tal Environments: The Resurgence of Resource-based Learning. ETR & D, 2001, 49(3): 37-52.
12. [美] Barab SA, Duffy TM. 从实习场到实践共同体. Jonasson D主编, 郑太年, 任友群, 等译. 学习环境的理论基础. 上海: 华东师范大学出版社, 2002. 31.
13. Brown JS, Duguid P. Stolen knowledge. Educational Technology, 1993, 33(3): 10-15.
14. Greeno JG, The Middle School Mathematics Through Applications Project Group. The situativity of knowing, learning, and research. American Psychologist, 1998, 53(1): 5-26.

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