Abstract
Simulation environments can be employed in a variety of ways to enhance a learner’s diagnostic skills and knowledge. Novices can receive instruction in critical subskills including device manipulation, symptom detection, and symptom interpretation, and they can practice those subskills with close automated support. Intermediate level learners can practice applying those subskills in a realistic diagnostic environment in which the difficulty of the learning environment is individualized through the use of problem selection and learner support functions. Advanced learners can utilize the simulation to meet personal learning objectives by exploring a wide range of normal and abnormal conditions and by controlling the introduction of simulated faults.
A host of alternatives face the instructional development in producing a training system to support such learning requirements. This chapter attempts to delineate some of the most critical alternatives for creating the device simulation and for managing the learning environment.
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© 1993 Springer-Verlag Berlin Heidelberg
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Towne, D.M. (1993). Teaching and Learning Diagnostic Skills in a Simulation Environment. In: Towne, D.M., de Jong, T., Spada, H. (eds) Simulation-Based Experiential Learning. NATO ASI Series, vol 122. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78539-9_11
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DOI: https://doi.org/10.1007/978-3-642-78539-9_11
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