Problem-Based Learning Simulation Training Project
Understanding the role of metacognition and psychological safety during problem-based learning simulation training.
Problem-based learning (PBL) simulation training is a teaching tool where trainees are placed in an occupational environment and are faced with realistic, hypothetical scenarios in which they must use their skills and judgement to enact the appropriate actions and responses. These PBL exercises allow trainees to practice their skills under guidance and within a high-fidelity context where it is safe to take risks, practice skills, and potentially make mistakes without negative consequences.
While simulation training is an increasingly common teaching practice, the underlying mechanisms that lead to positive learning outcomes is relatively unknown. There is currently little evidence to understand how individual differences such as motivations, self-efficacy, socio-emotional factors, and learner state impact learning in simulated environments. The UQ Learning Lab is developing inter-disciplinary research approaches combining psychometric, physiological, and behavioural data to better understand how students learn in simulation training to better inform learning design.
Objectives
- To develop a shared understanding of the learning experiences of students during PBL simulation training.
- To explore how the belief that one can act and learn without risk of judgement or negative consequence (psychological safety) impacts practical learning experiences.
- To examine how metacognitive skills such as learning strategies, self-evaluation, and self-regulation develop during simulation training.
- To identify potential barriers to effective learning through simulation that can be targeted in future learning design.
- To establish an inter-disciplinary research protocol combining psychology, education, and neuroscience methods to provide a holistic view of student learning processes.
