CHSE Educational Principles and Design 2

Question 1

Which cognitive load theory component refers to the mental effort required by the intrinsic complexity of the learning material itself?

Accepted Answer

Intrinsic load

Answer

Extraneous load

Answer

Germane load

Answer

Schematic load

Question 2

A simulation educator wants to promote transfer of learning to novel clinical situations. Which instructional approach best supports this goal?

Accepted Answer

Varied practice across multiple clinical contexts

Answer

Massed practice of identical scenarios

Answer

Reducing feedback frequency to build independence

Answer

Focusing exclusively on procedural skill repetition

Question 3

In Kolb's Experiential Learning Cycle, what immediately follows the 'concrete experience' stage?

Accepted Answer

Reflective observation

Answer

Active experimentation

Answer

Abstract conceptualization

Answer

Accommodation

Question 4

A CHSE is designing a simulation for novice nursing students. Which scenario complexity level is most appropriate?

Accepted Answer

Single-problem scenarios with predictable progression

Answer

High-fidelity, multi-system failure scenarios

Answer

Scenarios requiring simultaneous management of three patients

Answer

Complex ethical dilemmas with ambiguous outcomes

Question 5

Which of the following best describes the 'zone of proximal development' and its application in simulation?

Accepted Answer

Tasks learners can complete with appropriate guidance but not alone

Answer

The optimal simulation lab temperature for learning

Answer

Tasks learners can accomplish independently

Answer

The maximum fidelity level a simulator can achieve

Question 6

When applying Bloom's Taxonomy to simulation design, which verb best targets the 'synthesis' (or 'create') level?

Accepted Answer

Develop a care plan for a deteriorating patient

Answer

Identify the correct drug dosage

Answer

Explain the pathophysiology of sepsis

Answer

Compare two treatment protocols

Question 7

A healthcare simulation educator notices that residents consistently perform poorly in the debriefing self-assessment compared to expert observer ratings. This phenomenon is best explained by:

Accepted Answer

Metacognitive deficits in self-assessment accuracy

Answer

The Dunning-Kruger effect showing overconfidence

Answer

Imposter syndrome reducing self-efficacy

Answer

Anxiety causing deliberate underreporting