CHSE Educational Principles and Design 3 — Questions and Answers
Question 1: Which instructional design model is specifically recognized by SSH (Society for Simulation in Healthcare) as a framework for simulation-based curriculum development?
- ADDIE (Correct answer)
- Dick and Carey
- Rapid prototyping
- Kemp Design Model
Correct answer: ADDIE
ADDIE (Analyze, Design, Develop, Implement, Evaluate) is widely recognized in simulation-based healthcare education as a structured curriculum design model.
Question 2: Mastery learning in simulation-based medical education requires that learners:
- Complete a fixed number of simulation hours regardless of performance
- Proceed through content at the same pace as peers
- Demonstrate proficiency at each level before advancing (Correct answer)
- Receive identical instruction regardless of prior knowledge
Correct answer: Demonstrate proficiency at each level before advancing
Mastery learning requires learners to demonstrate competency at each step before advancing, ensuring no foundational gaps.
Question 3: A simulation educator is planning a scenario for third-year medical students managing acute MI. Which learning theory framework best guides building on their existing pathophysiology knowledge?
- Behaviorism — reinforcing new stimulus-response patterns
- Constructivism — connecting new experiences to existing schemas (Correct answer)
- Humanism — prioritizing learner emotional comfort
- Connectivism — networking digital information sources
Correct answer: Constructivism — connecting new experiences to existing schemas
Constructivism supports building new knowledge by connecting simulation experiences to learners' existing mental schemas.
Question 4: In designing simulation objectives, the SMART acronym guides educators to ensure objectives are specific, measurable, achievable, relevant, and:
- Repeatable
- Research-based
- Time-bound (Correct answer)
- Reflective
Correct answer: Time-bound
The 'T' in SMART objectives stands for time-bound, ensuring there is a defined timeframe for achieving the objective.
Question 5: Which concept describes the unintended lessons learned during simulation that arise from the structure and context of the learning environment rather than explicit curriculum?
- Null curriculum
- Hidden curriculum (Correct answer)
- Spiral curriculum
- Concurrent curriculum
Correct answer: Hidden curriculum
The hidden curriculum refers to implicit lessons learned from the simulation context, culture, and environment not explicitly taught.
Question 6: A simulation educator is selecting a high-fidelity manikin versus a standardized patient for a communication skills scenario. The primary advantage of a standardized patient in this context is:
- Lower cost per session
- Greater physiological realism
- Authentic verbal and nonverbal communication cues (Correct answer)
- Ability to simulate life-threatening vital sign changes
Correct answer: Authentic verbal and nonverbal communication cues
Standardized patients provide authentic verbal and nonverbal communication that manikins cannot replicate, ideal for communication training.
Question 7: When designing a simulation for interprofessional education (IPE), which learning objective domain is most central to IPE competency development?
- Psychomotor — technical skill execution
- Cognitive — knowledge of pharmacology
- Affective — attitudes and values about team roles (Correct answer)
- Metacognitive — self-regulation of learning
Correct answer: Affective — attitudes and values about team roles
IPE competencies centrally involve the affective domain, shaping attitudes, values, and respect for other professional roles.
CHSE Educational Principles and Design 3
Which instructional design model is specifically recognized by SSH (Society for Simulation in Healthcare) as a framework for simulation-based curriculum development?