A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2006; you can also visit <a rel="external noopener" href="http://siaa.asn.au/get/2408784553.pdf">the original URL</a>. The file type is <code>application/pdf</code>.
<i title="Thomas Telford Publishing">
From Kendal's Coffee House to Great George Street
The pursuit of efficiency in training systems design whilst simultaneously maximising transfer of training and the depth of training outcome presents a number of challenges for the curriculum designer. The recent developments in low-cost desktop simulation and training have the potential to offer much to the simulation-based curriculum. There exists considerable research evidence suggesting that low-fidelity simulation can achieve high levels of transfer of training, without the organisational<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1680/fkchtggs.20221.0003">doi:10.1680/fkchtggs.20221.0003</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/miocmy6wgndrjeughxolx4rz2y">fatcat:miocmy6wgndrjeughxolx4rz2y</a> </span>
more »... urden of costs associated with the use of high-fidelity simulators. Similarly, research has suggested that there is not a simple direct relationship between fidelity and learning outcome in the simulation-based training environment. Within both the medical and aviation training settings, the learner's experience of high-fidelity simulation is typically through complete immersion in brief, stressful and complex scenarios. These sporadic forays into the simulation-based training environment frequently require a level of cognitive engagement with the simulated task that can impact on the potential for learning to take place. Indeed, it could be suggested that high-fidelity simulation provides only the experiential component for a learning process that actually begins well prior to the simulation and the majority of learning actually takes place during the post-simulation debrief and subsequent reflection on action. This paper explores the potential of low-fidelity desktop simulation as an integrated element of the overall simulation-based curriculum, and as a 'wrap-around" for high-fidelity simulation. The paper provides a series of examples to illustrate an integrated curriculum, and highlights areas in which both efficiencies and enhancements might be achieved.
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20060821234028/http://siaa.asn.au/get/2408784553.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/bc/80/bc802a72c55820af1ad7bfd197ae0057df8b1891.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1680/fkchtggs.20221.0003"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>