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ERIC Number: EJ935930
Record Type: Journal
Publication Date: 2011-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0007-1013
SimPharm: How Pharmacy Students Made Meaning of a Clinical Case Differently in Paper- and Simulation-Based Workshops
Loke, Swee-Kin; Tordoff, June; Winikoff, Michael; McDonald, Jenny; Vlugter, Peter; Duffull, Stephen
British Journal of Educational Technology, v42 n5 p865-874 Sep 2011
Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in-house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper-based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem-solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A