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International Handbook of Research in Professional and Practice-based Learning pp 673–698Cite as

Simulation Learning

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Abstract

An overview is presented of the strengths and limitations of simulation learning, with a particular focus on simulation learning in medicine and health care. We present what simulation learning is about and what the main components of simulations are. The most important theoretical approaches are reviewed which were developed in order to explain why simulation learning is effective. The most prominent best-practice examples of simulation learning applications are presented, and a short overview on research findings concerning simulation learning is given.

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Acknowledgment

This paper was written during a sabbatical stay of the second author as Visiting Professor at the Centre for Learning Research, University of Turku, Finland.

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Authors and Affiliations

  1. Vice-Deanery of Education, Faculty of Medicine, University of Zurich, Pestalozzistr 3-5, CH-8091, Zurich, Switzerland

    Jan Breckwoldt MME

  2. Institute of Educational Science, University of Regensburg, D-93040, Regensburg, Germany

    Hans Gruber & Andreas Wittmann M.A.

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  1. Jan Breckwoldt MME
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Correspondence to Hans Gruber .

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Editors and Affiliations

  1. School of Education and Professional Studies, Adult and Vocational Education, Griffith University, Brisbane, Queensland, Australia

    Stephen Billett

  2. Institute of Educational Science, University of Paderborn, Paderborn, Germany

    Christian Harteis

  3. Institute of Educational Science, University of Regensburg, Regensburg, Germany

    Hans Gruber

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Breckwoldt, J., Gruber, H., Wittmann, A. (2014). Simulation Learning. In: Billett, S., Harteis, C., Gruber, H. (eds) International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8902-8_25

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