| Level | Aims | Learning Outcomes |
| 1 | Apply small range of educational theories to the design and practice of SBE activities (eg. Kolb’s Experiential Learning, Biggs Constructive Alignment, Bloom’s Taxonomy, Argyris and Schon Double Loop Learning) | Demonstrates knowledge of: 1.1. a small range of educational theories and principles to a basic level 1.2. the range of ways in which SBE may be utilised effectively 1.3. the impact SBE can have on learners, teams and systems 1.4. the literature relevant to current developments in SBE 1.5. the key terminology used in simulation 1.6. the range of appropriate learning activities that can use simulation 1.7. the range of educational theories and practices that underpin the spectrum of simulation modalities (e.g. adult learning theory, learning styles, deliberate practice, experiential learning and reflective practice). 1.8. how different learner types engage in the simulation process, including power imbalances on account of the diverse characteristics of the workforce and patient groups 1.9. the benefits and limitations of simulation as a learning modality 1.10. The importance of ensuring simulation is representative and recognises the diversity of the population, including faculty, participants and patients Demonstrates the ability to: 1.10 consider where SBE can enhance curriculum delivery 1.11. gather and interpret information to define the needs of learners 1.12. write measurable learning outcomes for simulation-based learning activities within appropriate theoretical frameworks (e.g. use of Bloom’s taxonomy, SMART (Specific, Measurable, Attainable, Relevant, Time Based) that can be measured 1.13. apply principles of basic educational theories to the design of simulation-based learning activities 1.14. choose the appropriate simulation modality(s) and fidelity for the nature of the learning outcomes and setting 1.15. design simulation-based learning activities aligned to learning outcomes and learner’s stage of development Demonstrate: 1.16. engagement with relevant simulation and educational literature |
| 2 | Apply a wide range of educational theories to the design and practice of SBE activities. Conduct educational research | All the knowledge and skills previously accumulated, plus: Demonstrates knowledge of: 2.1. a wide range of educational theories and principles to an advanced level 2.2. a range of educational research methodologies and methods to a basic level 2.3. the issues and challenges of educational research in simulation Demonstrates the ability to: 2.4. apply principles of advanced educational theories to simulation-based learning activities 2.5. apply principles of educational theories and appropriate research methodologies to SBE research 2.6. design and conduct ethical SBE research using appropriate research methods 2.7. interpret and apply the outcomes of SBE research to own practice 2.8. critically evaluate simulation literature and apply this learning to SBE practice Demonstrate: 2.9. participation in the design, conduct and evaluation of SBE research |
| 3 | Not developed at the time of publishing |
Examples of relevant evidence or learning resources:
- elfh Simulation Faculty Development Introduction to SBE and Educational Theory and Practice for SBE modules 5
- Courses attended or programmes undertaken including face-to-face, e-Learning, webinars
- Literature reviews, research, reflective practice, personal reading/learning
- Observation of different SBE activities
- Peer conversation
- Other equivalent demonstratable experience