Promoting Expertise Through Simulation (PETS): A conceptual framework |
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| Institution: | 1. Faculty of Human Sciences, University of Regensburg, Germany;2. Institute of Anaesthesiology, University Hospital Zurich, Switzerland;3. Faculty of Education, University of Turku, Finland;1. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt a. M., Germany;2. Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany;3. Empirical Educational Research, Augsburg University, Germany;1. Humboldt-Universität zu Berlin, Department of Education Studies, Unter den Linden 6, 10099, Berlin, Germany;2. Freie Universität Berlin, Department of Education and Psychology, Habelschwerdter Allee 45, 14195, Berlin, Germany;3. Universität Potsdam, Institute of Biochemistry and Biology, Am Mühlenberg 3, 14476, Potsdam, Germany;1. Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada;2. Département de psychopédagogie et d''andragogie, Université de Montréal, 90 avenue Vincent-d''Indy, Montreal, QC, H2V 2S9, Canada;3. Canada Research Chair on School, Youth Well-Being, and Educational Success, École de psychoeducation, Université de Montréal, 90 avenue Vincent-d''Indy, Montreal, QC, H2V 2S9, Canada;1. Julius-Maximilians-Universität Würzburg, Germany;2. Otto-Friedrich-Universität Bamberg, Germany;1. Goethe-University Frankfurt, Theodor-W.-Adorno-Platz 4, 60629 Frankfurt am Main, Germany;2. German Institute for Adult Education, Leibniz Centre for Lifelong Learning, Heinemannstraße 12-14, 53175, Bonn, Germany;3. DIPF | Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323 Frankfurt am Main, Germany |
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| Abstract: | 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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| Keywords: | Case processing Expertise Knowledge restructuring PETS Professional development Simulation-based learning |
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