Sellberg2025
| Sellberg2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Sellberg2025 |
| Author(s) | Charlott Sellberg, Oskar Lindwall |
| Title | Simulation-based training in professional education: learning, participation, and instructional design |
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| Tag(s) | EMCA, Simulation-based training |
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| Year | 2025 |
| Language | English |
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| Journal | Instructional Science |
| Volume | 54 |
| Number | |
| Pages | article number 9 |
| URL | Link |
| DOI | 10.1007/s11251-025-09763-2 |
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Abstract
Simulation-based training has become a central component of professional education in domains where risk, uncertainty, and coordination are part of everyday work (Lehtinen, 2023). Simulations provide safe opportunities for novices to undertake complex tasks, make mistakes, and develop professional skills without exposing themselves, other persons, or equipment to harm. These environments are carefully designed to support learning and instruction: they enable repeated practice in relevant scenarios, allow instructors to calibrate task difficulty, and incorporate learner supports that help novices maintain a focused orientation to the task (Jossberger et al., 2022). Simulations also make it possible to rehearse challenging situations that require repeated attempts and experimentation, something that is often impossible, or at least undesirable, in real life (Heitzmann et al., 2019). Because the demands, tasks, and supports of simulation can be adjusted, educational activities can be tailored to learners’ prior experience, offering a relevant but safe approximation of professional practice. In this sense, simulation-based education serves as a flexible bridge between theoretical instruction and the complexities of real-world work, providing environments where learners across disciplines can engage with uncertainty, test and refine emerging competencies, and develop the collaborative, technical, and reflective capacities essential for professional expertise and practice.
Notes
