Simulation-Based Learning

The rapid development of simulation technology has prompted a fundamental evaluation of laboratory pedagogical approaches in the context of pharmacy and health sciences education. This systematic comparative literature review analyzes five original empirical studies published between 2022 and 2024, each focusing on a specific type of simulation technology computer-based virtual laboratories, augmented reality (AR) mobile applications, 360-degree virtual reality (VR) environments, pharmacology simulation software, and augmented reality wearable devices applied in undergraduate pharmacy, chemistry, and medicine education contexts. Adopting a thematic synthesis approach, the review compares the research methodologies, technology implementations, measurement outcomes, and identified limitations across the selected articles. Key findings indicate that while all five technologies have been shown to increase student engagement, confidence, and perceived learning effectiveness, significant differences emerge regarding objective knowledge attainment and skill development. A critical gap exists between perception and performance, where positive student experiences do not always correlate with measurable increases in competency. Methodological heterogeneity among these studies further complicates definitive cross-technology comparisons. Based on these findings, this review proposes the Graduated Immersion Framework (GIF) as a theoretical model for curriculum integration, positioning simulation technology along a spectrum of cognitive and procedural demands. Future research directions are outlined, with an emphasis on controlled longitudinal studies and context-specific evaluations in resource-constrained pharmacy programs.

Variance analysis remains a centrepiece of graduate cost and managerial accounting curricula, yet a persistent gap separates procedural fluency from interpretive competence. Graduates can often compute price, quantity, rate, efficiency, and overhead variances while struggling to translate those computations into diagnostic narratives, managerial recommendations, and defensible decision support. This paper develops a conceptual framework for embedding simulation-based tools into graduate accounting education with the specific objective of bridging variance analysis theory and practice. The framework is grounded in experiential learning theory, constructivist pedagogy, and cognitive load theory, and it draws on two decades of accounting education research on case-based, computerassisted, and serious-games instruction. Five framework components are specified: scenario architecture, which defines the business context and its embedded cost structure; data fidelity, which governs the realism of the accounting records with which learners interact; decision cadence, which sets the tempo at which learners must interpret variances and act; feedback design, which governs the timing and specificity of diagnostic feedback; and assessment alignment, which links simulation performance to programme learning outcomes. The framework is positioned relative to prior instructional technology models and is differentiated from generic business simulation literature by its focus on variance analysis as an interpretive competency rather than a computational skill. Three propositions are advanced for empirical testing: that simulation-based instruction improves learners' capacity to generate diagnostic narratives relative to traditional case instruction; that decision cadence interacts with feedback specificity to influence learning transfer; and that the assessment of simulation performance must be designed jointly with the scenario architecture to avoid constructirrelevant variance. The paper contributes to the accounting education literature a structured design vocabulary for simulation-based instruction in variance analysis, and identifies directions for empirical work on the effectiveness of simulation relative to alternative pedagogies.

Digital transformation is one of the main challenges that SMEs face nowadays. Nevertheless, to a great extent, they lack the necessary capacities and skills to introduce and apply technologies that can support digitalization. As a design science approach, researchers from different European countries have carried out the collaborative research project VOIL to collect and scientifically develop resources and tools to support SMEs in building digital skills. In the context of this project, a tool is developed to assess the digital maturity of SMEs. Moreover, a learning journey based on the use of simulators is proposed together with a minimal viable prototype integrating all developed tools to provide a comprehensive learning environment. Lessons learned from the application of said learning online environment in experimental settings are also shared. The project results contribute to the research that has been carried out within the scope of life long learning, proposing the aggregation of pedagogical strategies that allow self-guided learning in the workplace.

This study conducts a bibliometric analysis of 2,724 highly cited articles on simulation-based nursing education published between 2018 and 2023. The study evaluates the simulation-based nursing education research landscape using the Web of Science database and specialized bibliometric analysis. Various visualization techniques were applied to construct co-citation networks and conceptual maps, revealing an interdisciplinary landscape that includes higher education, virtual reality, and medical education as pivotal themes. These interconnected domains underscore their importance in crafting effective educational interventions. The study stresses the value of comprehending the evolving bibliometric trends for enriching nursing education and healthcare practice. The insights generated from this analysis are significant for academia and the healthcare sector, offering a structured understanding of the developments and emerging research avenues within simulation-based nursing education.

The dwelling can be adapted to the variables of the users' needs. Since small and medium-sized housing units became dominant in the market, designers began to think of ways to improve the housing comfort of the small and medium-sized units. The research is based on the study of the amazing loft-style of luxury, with its horrific decor. This trend in design combines two different images: bohemian and retro. Wealth and poverty unite, showing attractiveness. The old abandoned industrial buildings are embodied in the superficiality of their exteriors. The loft is the concept of transforming an industrial building for new purposes. Loft living is both a complex and a lifestyle. The lofts embody the fundamentals of the open building concept, with high ceilings and structural systems providing an interior space without division. The classic loft offers an inspiring space for city dwellers. Residents form their lofts according to their social lives. They reflect the social and cultural values of a specific period and place. Loft living becomes a style with certain characteristics, allowing users to redefine the term "house." Despite drastic economic and demographic changes, lofts have been resilient through time. On the other hand, the definition of lofts remains stuck in the 1960s. It is necessary to continuously analyze the nature of lofts and the way of life in them to fully understand their advantages and disadvantages. The loft is a complex concept. The art and literature in the lofts are outdated, insufficient, or confusing. This study aims to understand the evolution and transformation of lofts through time while researching the loft culture from the beginning, with its advantages and disadvantages, as well as trying to understand the reasons behind the backwardness of the loft concept. Therefore, the research raises awareness of the loft culture through the descriptiveanalytical approach. Finally, the research discussed the history of lofts, the development, the transformation of lofts through time, in addition, studies the culture of the loft from the beginning, with its advantages and disadvantages. The research concluded that the standards and strategies for designing lofts have different types.

Objective: Despite operating from the same professional accreditation standards, discrepancies in what is recorded as Direct Client Activities (DCA) in postgraduate psychology trainee logbooks have been noted across training programs in Australia. The aim of this study was to create a consensus-based list of DCA to guide the completion of trainee logbooks while undertaking practicums in clinical psychology or clinical neuropsychology. Method: A modified Delphi approach was used to gather data across three rounds. Two expert panels, representing the two areas of practice endorsement (AoPEs), rated the degree to which they agreed or disagreed with a range of activities being recorded as DCA in trainee logbooks. Activities with over 80% agreement or disagreement during any round were accepted or rejected from the final list, respectively. Results: Sixteen activities for clinical psychology and 30 activities for clinical neuropsychology were endorsed by the expert panels. Only nine activities across the two panels did not reach consensus over the three rounds. Conclusions: This study has created a list of consensus activities within these two AoPEs which will facilitate benchmarking activities, and reduce confusion and anxiety for trainees, supervisors, and placement coordinators. Discrepancies do, however, remain across the AoPEs, warranting further clarification and definition refinement. KEY POINTS What is already known about this topic: (1) Logbooks are a key strategy in ensuring individual trainees and postgraduate training programs are meeting minimum standards set by accrediting bodies. (2) Although required by the Australian Psychology Accreditation Council (APAC) to be recorded in trainee logbooks, there is a lack of consensus across Australian postgraduate psychology program providers as to what constitutes "Direct Client Activities". (3) Inconsistent logging practices prevents benchmarking and creates confusion and anxiety for trainees, supervisors, and placement coordinators. What this topic adds: (1) This paper was the first, to our knowledge, to obtain expert consensus on trainee Direct Client Activities for logbook recording within the clinical psychology and clinical neuropsychology areas of practice endorsement. (2) The list provides greater certainty for "what counts" as Direct Client Activities for logbook recording within these two areas of practice endorsement, with 16 clinical psychology and 30 clinical neuropsychology activities endorsed. (3) There is a need to better clarify the rationale and principles for recording Direct Client Activities across areas of practice endorsement, to inform ongoing practices in these areas.

Study objective: We determine the effect of a simulation-based curriculum on fourth-year medical student test performance and satisfaction during an emergency medicine clerkship. Methods: This was a randomized controlled study using a crossover design for curriculum format and an anonymous end-of-rotation satisfaction survey. Students were randomized into 2 groups. One group started the rotation with simulation and the other with group discussion. Midrotation, they each crossed over to the opposite format. All students subsequently completed the same multiple choice examination. We assessed paired samples of the number of questions missed for material taught in each format. Students rated satisfaction with a 5-point Likert scale framed as attitude toward simulation compared with group discussion. Scores ranged from 5, signifying strong agreement with a statement, to 1, signifying strong disagreement. Results: Ninety students (99%) completed the multiple choice test. Significantly fewer questions were missed for material presented in simulation format compared with group discussion, with a mean difference per student of 0.7 (95% confidence interval [CI] 0.3 to 1.0; Pϭ.006). This corresponds to mean scores of 89.8% for simulation and 86.4% for group discussion. Eighty-eight (97%) students completed the satisfaction survey. Students rated simulation as more stressful (mean 4.1; 95% CI 3.9 to 4.3), but also more enjoyable (mean 4.5; 95% CI 4.3 to 4.6), more stimulating (mean 4.7; 95% CI 4.5 to 4.8), and closer to the actual clinical setting (mean 4.6; 95% CI 4.4 to 4.7) compared with group discussion. Conclusion: A simulation-based curriculum yielded measurable benefits. Students demonstrated a small improvement in learning and were more satisfied with the simulation-based curriculum compared with group discussion. [

لملخص:
تعد المقصورة أحد عناصر العمارة اإلسالمية المتوارثة في مصر منذ عهود ما قبل التاريخ، فهي تعتبر عنصر من العناصر
االصيلة في الثقافة المصرية. ارتبطت فكرتها الرمزية منذ نشأتها الدينية بالتقديس والمهابة والخصوصية، وفي ضوء هذه
الرمزية الدينية التصقت برفعة المكانة السياسية، وقد ساعد ذلك علي تطويرها الوظيفي والتصميمي. تهدف الدراسة إلي
تتبع مراحل تطور تصميم وتوظيف المقصورة منذ بداية ظهورها في مرحلة ما قبل التاريخ حتي العصور اإلسالمية في
مصر. كما تتناول الدراسة تصنيف وأنواع المقاصير التي توارثتها الحضارة اإلسالمية في مصر من الحضارات التي
سبقتها. كما تحاول الدراسة تأكيد أصالة وحدة المقاصير وارتباطها بفقه العمارة اإلسالمية للحفاظ علي الخصوصية الفردية
والجماعية. تكمن مشكلة البحث ما هي ظائف واشكال المقصورة في ظل الحضارات القديمة في مصر؟ ما هي العوامل التي
ساهمت في الحفاظ علي عنصر المقصورة كعنصر معماري متجدد قابل إلعادة التوظيف عبر العصور؟ . كيف وظف
المعماري المسلم عنصر المقصورة في عمائره الدينية بالرغم من نهي اإلسالم عن الفصل بين المصلين داخل ساحة المسجد؟
كيف طوع المعماري المقصورة في مختلف عمائره من منظور حفظ الخصوصية الفردية والمجتمعية؟ . وقد كشفت الدراسة
من خالل إتباع المنهج التاريخي التحليلي والمقارن، عن تنوع استخدام المقاصير عبر العصور التي تميزت في وحدة
الخصوصية والقدسية، بالرغم من االختالف الوظيفي، فقد حملت المقصورة دالالت متعددة تجاوزت وظيفتها الجمالية
لتتضمن أبعا ًدا روحية واجتماعية وثقافية وسياسية، فقد ارتبطت بالحاكم سياسيا ه ، ً واجتماعياً ودينياُ كذلك في محياه وممات
لحفظ فئة معينة من المجتمع ولحفظ األغراض الهامة.
كما أرتبطت بالجماعه أيضا كما كشفت الدراسة علي التفاعل بين ً
الموروثات الحضارية عبر األزمنة والتي بدورها قد ساهمت في التطور اإلنشائي لعنصر المقصورة سواء كان عنصراً
بما يتناسب مع الدور الوظ
متنقالً يفي داخل العمارة أو خارجها. أو ثابتاً
الكلمات الدالة: المقصورة، محفل، الخلوة، قدس األقداس، المقرة ، المنطقة المحجوبه
ABSTRACT:
The Maqsura is one of the elements of Islamic architecture inherited in Egypt since prehistoric
times. It is considered one of the authentic elements of Egyptian culture. Since its religious
inception, its symbolic idea has been linked to sanctity, solemnity, and privacy. Considering
this religious symbolism, it has been linked to high political status, which has helped in its
functionality and design development. The study aims to trace the stages of development of the
مجلة التراث والتصميم – المجلد الخامس – العدد التاسع و العشرون أكتوبر 2025
Asst. Prof. Dr. Eman Ahmed Aref Gomaa. Maqsura in Egyptian Islamic architecture: historical and transformations
developments Vol 5،No29،Oct2025 17
design and use of the Maqsura from its initial appearance in the prehistoric period until the
Islamic eras in Egypt. This research investigates the classification and types of Maqsura
inherited by the Islamic civilization in Egypt from previous civilizations. The study also
attempts to confirm the originality of the Maqsuras' unity and its connection to the jurisprudence
of Islamic architecture in preserving individual and collective privacy.The research problem
lies in understanding the functions and forms of the Maqsura in ancient civilizations in Egypt.
What factors contributed to preserving the Maqsura element as a renewable architectural
element that can be repurposed throughout the ages? How did the Muslim architect employ the
element of the Maqsura in his religious buildings despite Islam’s prohibition of separating
worshipers inside the mosque courtyard? How did the architect adapt the Maqsura in his various
buildings from the perspective of preserving individual and societal privacy? By following the
historical, analytical and comparative approach, the study revealed the diversity of the use of
Maqsura throughout the ages, which were distinguished by the unity of privacy and sanctity,
despite the functional differences. The Maqsura carried multiple connotations that went beyond
its aesthetic function to include spiritual, social, cultural and political dimensions. It was
associated with the ruler politically, socially and religiously. Likewise in his life and death, it
was also linked to the group to protect a specific group of society and to preserve important
purposes. The study also revealed the interaction between civilizational heritage across times,
which in turn contributed to the construction development of the Maqsura element, whether it
is a mobile or fixed element in proportion to the functional role inside or outside the architecture.
Keywords:
Maqsura, Hünkâr Mahfili, Place of self-retreat, Holy of Holies, screened area, cabin

The revised curriculum introduced by the national medical commission mandates comprehensive training in communication and procedural skills for medical students. This makes simulation-based education (SBE) an imminent necessity across disciplines. Simulation offers a computer-generated representation of real-world systems, providing learners with an opportunity for practice, feedback, reflection, and immersion without the risks inherent in real-life scenarios. Over the years, the scope of simulation in medical education has expanded significantly, ranging from basic task trainers for fundamental skills to high-fidelity human patient simulators. India has begun recognizing the critical role of SBE in enhancing core clinical skills and teamwork. However, its widespread implementation is fraught with challenges, including resource limitations and the need for trained educators. The dualistic outcomes of simulationbased education necessitate a structured evaluation of its viability and utility in the Indian healthcare education system. This review employs "skills acquisition theory" as a framework, emphasizing the development of clinical skills through deliberate practice.

The purpose of this article is to introduce the concept of design-based research, its appropriateness in creating education-based models, and to describe the process of developing such a model. The model was designed as part of the Nurse Educator Simulation based learning project, funded by the EU's Lifelong Learning program (2013-1-DK1-LEO05-07053). The project partners were

Immersive learning is transforming how we understand and experience education. Instead of reading about the world, learners can now step inside it — touching, seeing, and hearing the concepts they study. Through Virtual and Augmented Reality, education becomes a journey of discovery rather than memorization. This approach activates multiple senses, making learning faster, deeper, and more meaningful. When students explore gravity by jumping on Mars or observe ecosystems inside a virtual rainforest, knowledge turns into lived experience. Immersive learning doesn’t just teach facts — it awakens curiosity, creativity, and genuine understanding. It is not the future of education; it is education returning to its most natural form — learning by experience.

Background: Simulation-based education (SBE) fosters the development of competencies and expands clinical placement capacity. However, the underutilisation of simulation-based education is often attributed to a lack of organisational readiness. Aim: To understand organisational readiness for SBE and factors affecting its integration and use in pre-registration nurse education in the UK. Methods: A self-report cross-sectional survey was conducted among universities that are members of the Council of Deans of Health (CoDH) and offer pre-registration nursing courses in the UK. Quantitative data were analysed for staff confidence, usage, and organisational readiness for SBE using the Simulation Culture Organisational Readiness Survey (SCORS), while qualitative data explored challenges and benefits of SBE in nurse education. Data were collected between December 2022 and February 2023. Results: Sixty universities completed the survey, resulting in a 69 % response rate. The study found high confidence and usage levels for low-fidelity simulations, while highfidelity, virtual reality, and augmented reality simulations showed lower confidence and utilisation. SCORS scores indicated moderate organisational readiness for SBE in the UK, with 48 % of organisations being highly ready. Significant positive correlations were found between confidence, SCORS scores, and simulation modality usage. Challenges included inadequate resources, staff proficiency, digital skills, and leadership support. The benefits highlighted SBE's role in enhancing clinical skills, interprofessional education, and building capacity for clinical education. Conclusion: Focusing on staff development, particularly in digital and simulation skills, is essential to optimise facilitators' readiness for SBE. Organisational readiness also requires further development in areas such as resource availability and necessitates leadership engagement. Understanding the challenges, developing targeted solutions, and engaging in strategic planning are vital. Addressing these factors would enhance SBE adoption and sustainability, ultimately improving students' clinical competency, preparedness, and clinical placement capacity.

Clinical skills acquisition is a cornerstone of medical education, traditionally imparted through bedside teaching (BT). However, the increasing complexity of medical practice and the imperative for patient safety have catalyzed the integration of simulation-based training (SBT) into medical curricula. This randomized controlled trial (RCT) aimed to compare the efficacy of SBT versus traditional BT in enhancing clinical skills among medical students. A total of 120 2nd -year medical students were randomly assigned to either the SBT group (n = 60) or the BT group (n = 60) at Al Aleem Medical College. The SBT group engaged in high-fidelity simulations encompassing scenarios such as myocardial infarction and reactive airways disease, facilitated by experienced clinical educators. The BT group participated in conventional bedside teaching sessions in hospital wards under faculty supervision. Clinical skills were assessed using Objective Structured Clinical Examinations (OSCEs) at baseline, postintervention (week 8), and at a three-month follow-up. Post-intervention analysis revealed that the SBT group exhibited a significant improvement in OSCE scores, with a mean increase from 62.5 ± 8.3 to 81.3 ± 7.9 (p < 0.001). In contrast, the BT group demonstrated a modest enhancement, with scores rising from 61.8 ± 8.1 to 71.1 ± 8.5 (p = 0.002). The between-group difference was statistically significant (p < 0.001). Additionally, self-reported confidence levels in clinical skills escalated by 35% in the SBT group, compared to an 18% increase in the BT group (p = 0.002). At the three-month follow-up, the SBT group maintained higher OSCE scores, although the intergroup disparity slightly diminished. These findings underscore that SBT is more effective than traditional BT in augmenting clinical skills and confidence among medical students. The structured and immersive nature of SBT offers a safe environment for repetitive practice and immediate feedback, thereby enhancing learning outcomes. Integrating SBT alongside traditional BT could optimize medical education by balancing theoretical knowledge with practical proficiency. Future research should explore the long-term retention of skills acquired through SBT and its impact on patient care outcomes.

Recent advances in technology have introduced new tools to enhance learning, especially in the context of tertiary education. At the School of Engineering in Temasek Polytechnic, Singapore, simulation-based learning (SBL) has been used to improve the engagement and motivation of engineering students in Machining Technology, a sixty hour module for second year Mechatronics students. This study investigates the effect of SBL on learners' motivation in practice-based topics, such as turning, milling and sheet metal work, which have heavy reliance on technical protocols and manipulative skills. It is hypothesized that SBL, which provides learners with first-hand, interactive learning experiences, will enhance students' motivation in content-heavy subjects, such as those offered in Engineering. In our investigations, the students in the Control group received conventional instructions and workshop practice in Machining Technology, while the Experimental group had conventional instructions, workshop practice and the benefit of SBL sessions. Both groups were given an equal amount of time on the subject. We followed a framework based on the self-determination theory (SDT) in our assessment of students' motivation. A survey was • thus conducted with both the Control and Experimental groups to explore the students' perceptions in domains such as their basic psychological needs satisfaction, motivational inclination, self-efficacy, self-regulation and outcomes of learning and involvement. This presentation will highlight interim findings from the survey procedure.

Recent advances in technology have introduced new tools to enhance learning, especially in the context of tertiary education. At the School of Engineering in Temasek Polytechnic, Singapore, simulation-based learning (SBL) has been used to improve the engagement and motivation of engineering students in Machining Technology, a sixty hour module for second year Mechatronics students. This study investigates the effect of SBL on learners&#39; motivation in practice-based topics, such as turning, milling and sheet metal work, which have heavy reliance on technical protocols and manipulative skills. It is hypothesized that SBL, which provides learners with first-hand, interactive learning experiences, will enhance students&#39; motivation in content-heavy subjects, such as those offered in Engineering. In our investigations, the students in the Control group received conventional instructions and workshop practice in Machining Technology, while the Experimental group had conventional ins...

Recent advances in technology have introduced new tools to enhance learning. In the context of polytechnic education, simulation based learning (SBL) has been used to improve learning and motivation of engineering students studying Machining Technology in the Mechatronics course. This study investigates the effect of SBL on students&#x27; learning and motivation in a practice-oriented topic. In the study, students in the control group received conventional instructions and workshop practices while students in the experimental group had an additional component on SBL in the laboratory. Both groups, however, received an equal amount of time on the subject. A post intervention test followed by a survey was administered at the end of the study. This paper highlights the findings from both instruments, showing that SBL can improve student learning outcomes as well as the motivation to learn.

Our students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from ...

Virtualization tools, useful softwares that enables tests and evaluation of functionalities, have been used in computer network classes to provide an environment for practice experiments. Although some papers describe these tools and their technical benefits, they do not provide quantitative information about its effectiveness. This paper presents a proposal for systematic use of this category of tools in computer classes and a evaluation of the Netkit tool use in computer network classes. It will be shown how tutorial sections have been developed to these courses, the receptivity from the students through surveys and a statistical analysis of how much students grades can be improved by applying such tutorials. Finally, it will be possible to conclude that, in fact, the use of such tools is strongly advised.

To develop quality cabin crews, trainings involve simulation-based education (SBE) with structured debriefings -a significant component which plays a critical role in optimising learning outcomes. Previous studies have empirically tested the efficacy of the DIAMOND-structured debriefing model and found significant improvement and retention of the cabin crews' knowledge and skills. This study was aimed to explore the elements of the DIAMOND-structured debriefing model that have been known to promote the acquisition and retention of knowledge and skills in basic life support (BLS). Methods: A qualitative study was conducted with a random sample of 16 individual cabin crew members who participated in an in-depth interview with 13 open-ended questions for 45 -60 minutes. The interviews were transcribed and independently analysed using inductive thematic analysis. Results: The codes which have emerged during data analysis were clustered into three themes: (1) Cognitive, with three subthemes: engagement, learning environment, and ability to reflect; (2) Methodology, with three sub-themes: concept of debriefing, techniques of questioning, and additional elements; as well as (3) Psychosocial, with five sub-themes: attitude, self-awareness, relationships, self-confidence, and work culture. Several suggestions have emerged, such as the implementation of the model. Conclusion: The DIAMOND-structured debriefing model was a method to reduce cognitive load, which in turn allowed individuals to organise their knowledge, reflect individually and collectively, as well as structure their ideas. It has showed that the elements has a positive impact on the cabin crews' acquisition and retention of knowledge and skills which will improve the performance and patient safety

In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Althou...

This mixed-method study examines the efficacy of ERPsim, a business simulation, in enhancing the necessary skills of Australian Information Systems (IS) students, hence increasing their job readiness in the sector. The ERPsim learning outcomes were mapped with the Skill Framework for Information Age (SFIA) relevant skills and competencies. For the quantitative examination, pre and post-games surveys were conducted from postgraduate students which demonstrated significant improvements in industrydesired soft and hard skills, knowledge related to enterprise systems, and specific desirable behaviours such as a willingness to learn, creativity, and self-efficacy. The qualitative insights from ERPsim instructors' interviews demonstrated improvements in professional skills, enterprise systems knowledge, and positive work-related behaviours. The findings accentuate the practical significance of ERPsim as an innovative teaching tool that successfully equips students with the required competencies to meet industry requirements and effectively tackle professional challenges.

Background: Simulation-based learning (SBL) was introduced at Phramongkutklao College of Medicine to improve electrocardiogram skills within an advanced cardiovascular life support (ACLS) context for pre-clinical students. Objectives: This study compared the perceptions of third-year students and teachers regarding the SBL course. Methods: A cross-sectional study included 96 students and 10 instructors. The course featured five stations to assess ECG interpretation, ACLS management, and pharmacological knowledge. The questionnaire included sections on demographics, a 5-point Likert scale to assess satisfaction with preparation, effectiveness, scenarios, equipment, and perception, as well as open-ended questions to explore pros and cons. Internal reliability, construct validity (exploratory factor analysis: EFA), and content validity (item objective congruence: IOC) were assessed. Responses were analyzed using Mann-Whitney U-tests, and open-ended questions underwent content analysis. Stata 17.0 was used for analysis, and p<0.05 was considered significant. Results: Eighty-nine students and 10 instructors responded to the questionnaire. Cronbach's alpha for the satisfaction and perception sections were 0.91 and 0.97, respectively. IOC ranged from 0.67 to 1.00, and EFA confirmed unidimensionality (Eigenvalue1: Eigenvalue2 = 9.31:0.55, λ = 0.55-0.91). The participants responded positively to the preparation resources and course effectiveness. Median (IQR) scenario-difficulty scores were 5.00 (4.00-5.00) for the students and 3.50 (3.00-4.00) for the instructors (p<0.001), and perception scores were 4.93 (4.43-5.00) for the students and 4.32 (4.00-4.57) for the instructors (p=0.021). Content analysis showed that the students valued comprehensiveness and realism but wanted more pre-training. The instructors noted high resource use and information sharing by the morning group tested first, which influenced the afternoon groups and resulted in bias. Conclusion: The SBL course met learning objectives with high satisfaction and was perceived as effective. The participants agreed that it enhanced knowledge but suggested adding a peerled mock exam to boost confidence and increasing parallel cases to reduce bias.

Background: Childbirth is important for the women and it bring a positive experience for her family. It is very challenging for their physical and psychological health, so it considers the prevention of morbidity and reaction to the emergency situation. This study aimed to develop effective simulation learning on intrapartum care among midwives. Before entering to the clinical ,Simulation learning is important ,it is the most important training and effective skill development by all specialty , this lead to bring the safety of the mother and child. In this study, 20 Methodology: midwives were selected based on inclusive criteria (10-Interventional group and 10-Routine care group) simple random sampling technique (lottery method) is used. The pretest was conducted on knowledge of labour by using questionnaire and skills by observation checklists to assess maternity enhanced care competencies in progress of labour among midwives. The result shows that in interventional group the knowledge of pre and post test is 18 Results: and 21, whereas skill of pre test and post test is 86.3 and 96.7. The reliability of the tool obtained for knowledge 'r' = 0.81 and skills on maternity enhanced care competencies k = 0.6 the strength of agreement is moderate. The Conclusion: finding of study concluded that simulated learning on maternity enhanced care competencies during intrapartum care was effective in enhancement of knowledge and skills among midwives.

This study mainly focuses on the need for innovative instruction of law teaching and learning practices at the present time and how the law subject communicates to the students innovatively and learning from various innovative instruction with the help of advanced technologies. This study will examine several innovative instructions used at the College of Law at United Arab Emirates University (UAEU) and their effect on students' achievements. The methodology used in this study was collected from the course evaluation by students in various classes. This was exhibited the students' opinions in a form of a survey that follows Likert scale. This survey was developed by the UAEU Office of Institutional Effectiveness. In addition to the five open-ended questions which are a part of the survey too. The data analyzed using the means and the percentage of the responses to the questions. In addition, the use of quotations of the student's narrative response to the open-ended question. The participants for this study were 85 students studying/various courses at the College of Law at UAEU University. The study included both genders. The results of the innovative instructions transferred the teaching and learning at the College of Law at UAEU from the traditional curriculum to innovative instructions based on simulation, application, critical thinking, and logical reasoning. This transformation represented an important point in the change of law education from the classical school of law education to the applied school that relies on the idea of application as principles for evaluating legal theory.

This study aimed to assess the effectiveness of the simulation-based learning model using “e-archive” technology in the archiving subject in the vocational school of management program. A randomized pretest-posttest control group design and 144 students from Central Java, Indonesia were employed in this quasi-experimental study. The data were analyzed by using the independent sample t-test to determine whether there was a significant mean difference between the experimental class and the control class. The results of this study indicated that the experimental class with the simulation-based learning model using e-archive technology gets better scores than the control class using the conventional learning model. The pretest t-test results in a score of 0.139, while the posttest results in a score of 0.000. We concluded that the simulation-based learning model using e-archive technology is effective and suitable for use in vocational schools, with implications for enhancing student le...

This study aimed to assess the effectiveness of the simulation-based learning model using “e-archive” technology in the archiving subject in the vocational school of management program. A randomized pretest-posttest control group design and 144 students from Central Java, Indonesia were employed in this quasi-experimental study. The data were analyzed by using the independent sample t-test to determine whether there was a significant mean difference between the experimental class and the control class. The results of this study indicated that the experimental class with the simulation-based learning model using e-archive technology gets better scores than the control class using the conventional learning model. The pretest t-test results in a score of 0.139, while the posttest results in a score of 0.000. We concluded that the simulation-based learning model using e-archive technology is effective and suitable for use in vocational schools, with implications for enhancing student learning results.

Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions which differed only with regard to the levels of written instructional detail. One hundred and forty Grade 10 (lower-expertise) and Grade 11 (higher-expertise) students participated in this experiment. In accord with the expertise reversal effect, the results supported the hypothesis that higher levels of instructional detail benefited learning for lower-expertise learners, whereas lower levels of detail facilitated learning for higher-expertise learners. It was concluded that the level of instructional guidance needed to match learners’ levels of expertise.

Whilst clinical reasoning skills are deemed essential in health care professions, undergraduate nursing students often struggle to develop these requisite skills. Teaching nursing students the skills to engage clinical reasoning requires a strategic and systematic approach by educators to make these tacit processes explicit. This paper reports on the design phase of an innovative curriculum re-design for the purpose of enhancing clinical reasoning skills in nursing students through simulation-based learning. Many approaches to simulation-based learning focus on the post-simulation debrief as the forum for engaging students in clinical reasoning. In contrast, this curriculum re-design brought together two existing models of clinical reasoning in order to align the simulation scenario and the post-simulation debrief with a clinical reasoning framework. These models were the Clinical Reasoning Cycle (Levett-Jones & Hoffman, 2013; Levett-Jones, Hoffman, Dempsey, et al., 2010), and Debri...

Background: Individual reflection and interdisciplinary collaboration can be critical for high-quality diagnostic outcomes. However, empirical findings on using instructional approaches to facilitate reflection and collaboration in collaborative diagnostic reasoning are inconclusive and limited. Previous studies on structured reflection and collaboration scripts have failed to consider learners' prior knowledge, but the benefits of different types of instructional support, which offer varying levels of external guidance, tend to differ across prior knowledge levels. Aims: We aim to investigate individual and synergistic effects of structured reflection and collaboration scripts on collaborative diagnostic reasoning while considering knowledge in a simulation and to explore how individual reflection and collaborative engagement contribute to diagnostic outcomes. Sample: Participants were 151 advanced medical students. Methods: Participants received structured reflection, collaboration scripts, both, or no support while diagnosing fictitious patient cases with an agent-based radiologist. Results: Structured reflection improved collaborative diagnostic reasoning performance for learners with extensive prior knowledge but impeded performance for learners with little prior knowledge. The opposite was found for collaboration scripts. Furthermore, learners with extensive prior knowledge benefited more from a combination of both kinds of support than learners with little prior knowledge. Whereas no main effect of instructional support on the diagnostic outcome was found, simply working with the collaborator had a positive effect. Conclusions: Different types of instructional support in simulations are differentially effective for learners with little and extensive prior knowledge. Extensive knowledge is needed for effective learning through reflection. But for high-quality diagnostic outcomes in simulated collaborative settings, collaborative engagement is more important than individual reflection.

In this paper we present our experience in the experimental development and use of simulation instrument for learning object-oriented conceptual modeling in a master level course on analysis and design of information systems. The focus of our research is on the teaching of one particular topic in object-oriented conceptual modeling-inheritance. The results from the pilot experimental study (with a student sample N = 32), demonstrate a positive effect of simulation-based learning method on the understanding by novice business analysts of the concept of inheritance when applied in a conceptual model.

In low-income countries, endoscopic third ventriculostomy (ETV) with or without choroid plexus coagulation (CPC) is an increasingly accepted alternative to shunt therapy in adult and pediatric hydrocephalus. The authors report the result of this treatment in Conakry in a mixed population of adult and pediatric patients regardless of the etiology of the hydrocephalus. A retrospective study was conducted on 76 patients undergoing 89 ETV from January 2013 to September 2020. The predominant group of patients was infants less than one year with a mean age of 4.3 months and extremes of 1-8 months. The H/F sex ratio was 1.7/1. All patients presented acutely with signs of high intracranial pressure. Post-infectious causes and malformations and tumors were the main etiologies, respectively 21%, 47.3%, and 15.7%. The mean duration of the endoscopic procedures was 49.93 ± 10.9 mm, associated with a choroid plexus coagulation in 42% of cases. The complication rate in the first month was 22%, with CSF leak (5%) and death (11%) accounting for the majority. At three months, the complications rates were 45%, with 14.4% closed stroma, 6% epilepsy, and 24% mortality. The mean follow-up was 28 months (range 2-53), and the global success rate of 61%. Our study, with its limitations, shows that ETV with CPC is a safe primary approach for the treatment of hydrocephalus in low-income countries regardless of the etiology and the age of the patients.

Background of the study: Simulation training provides a safe, non-judgmental environment where members of the multi-professional team can practice both their technical and nontechnical skills. Simulation and Communication are recurring contributing factors to adverse maternal and neonatal outcomes. Simulation can improve outcomes of mother and newborn care which reduce the mortality and morbidity rate. simulation include in all the multiprofessional team, high fidelity models, keeping training on-site, and focusing on human factors training, to become best outcome of the service. The future of simulation training is an exciting field, with the advent of augmented reality devices and the use of artificial intelligence. Objectives 1.To assess the knowledge and skill on Per vaginal examination during intrapartum care among midwives in Interventional and Routine care group .2.To determine the effectiveness of simulated learning on per vaginal examination during intrapartum care among midwives in the Interventional and Routine care group.3.To correlate the knowledge and skill on per vaginal examination during intrapartum care among midwives in Interventional and Routine care group.4.To associate between the pre test on knowledge and skill on per vaginal examination with selected demographic variables among midwives in Interventional and Routine care group. Methodology: Quantitative approach of True experimental, pre-test post

The present study investigated the effect of scaffolding in a learning design in which apprentices were asked to reuse workplace experience to comment on peers&#39; written productions. Apprentices were asked to perform an authentic workplace task, to explain how they got to the solution and then to comment on a peer&#39;s solution. Two conditions of scaffolding were compared: In the high scaffold condition, guiding questions were provided both for explanation and commenting, while in the low scaffold condition, a general instruction was given. The findings showed that, for the first tasks, the high scaffold group outperformed the low scaffold one with regard to the quality of the quotes and self explanations, but that the pattern reversed by the end of the activity. These results show that scaffolding is a useful tool for supporting reflection and learning, but that it should be adapted to the different steps of the activities.

Objective: To explore the perception and attitude about simulation-based learning (SBL) of clinical skills in undergraduate medical students.Place and Duration of Study: College of Medicine, Princess Noura bint Abdulrehman university; Riyadh, Saudi Arabia, from March to September 2019.Method: A pre-tested structured self-administered questionnaire was used to collect the data about student’s perception about simulation-based learning. Informed written consent was taken from the students. Data analysis was done by SPSS version 21 and Chi square test was used to see the association between the variables of the interest.Result: Mean age of the students was 21.5 (standard deviation ±1.8) years. Majority of the students (81.6%) found SBL as a favorable mode of learning clinical skills. 59% of the students found it useful to manage to see the rarest cases in medicine. Many of them believed it useful to overcome the problems of uncooperative patients (59.1%) and to solve the problem in get...

Les examens cliniques objectifs structurés (ECOS), développés au cours des années 1970, sont une méthode pour évaluer les connaissances théoriques et pratiques, en s'appuyant sur la simulation d'un contexte clinique. Objectif : 1) analyser l'impact sur les apprentissages d'étudiants de leur participation en tant qu'acteurs à des ECOS destinés aux étudiants de deuxième année dans le cours de sémiologie médicale I ; 2) documenter la perception des étudiants acteurs sur leur processus d'apprentissage et leur développement personnel. Méthodes : Étude qualitative basée sur l'analyse de contenu des réponses à des questions ouvertes colligées en ligne auprès de 10 étudiants de première année de médecine. Résultats et conclusion : L'analyse des réponses révèle un impact positif sur l'apprentissage des étudiants-acteurs sur le plan cognitif et documente leur satisfaction de ce type d'évaluation.

Over the last 15 years educational organizations, researchers, and practitioners have developed frameworks for teacher effectiveness. These frameworks were established in an effort to define 'good teaching' and have ultimately informed the process of teacher evaluation. Simultaneously, new tools, such as simulation, have emerged to support teacher preparation and professional development. As simulation becomes more widely used in education, teacher educators and educational administrators need guidance on what teaching skills to target to maximize the impact of simulation-based professional development. This study utilized the Delphi methodology to validate a list of teacher behaviors for learning and observation in a simulated environment. Through a two-round process, teacher preparation experts were asked to identify teacher behaviors that are both necessary for effective to teachers to possess and appropriate to target using simulation.

Simulation is a teaching device to make "theory" more practically oriented and realistic. Students can test various approaches in a setting where patients cannot be hurt and where wrong decisions can always be reminded. Objective was to assess the effectiveness of simulation technique in the teaching learning process of CPR. A pre experimental design, one group pre test-post test design was adopted. Study was conducted in the simulation lab at PSG hospitals, Coimbatore. Final year BSc Nursing students who were in the internship period delivering patient care were taken as sample. Sample size was 20. Simple random sampling technique was used. In pre-test, regarding knowledge on practice of CPR, majority of the students 16 were moderately adequate among which, 15 were inadequate in adult CPR and all were moderately adequate in infant and children CPR. In post-test, majority12 were adequate, 8 were moderately adequate and none of them were inadequate. Only 5 were inadequate in adult CPR and none were inadequate in infant and children CPR. The investigators demonstrated CPR to all the students and then allowed them to practice in the simulation lab. They observed their practice and found 15 practiced well and only 3 were poor. Majority of the students followed the correct steps of algorithm and techniques in positioning, breathing and chest compression. But they could keep up the time frame to a certain extent only. Hence their practice of CPR has revealed that simulation is an effective methodology in learning nursing procedures among students.