Teaching Styles in Simulation Experiential Learning versus “Traditional” Teaching Styles

Abstract

Research in simulation and experiential learning has, for the most part, focused on evaluation of learning outcomes, analysis of learning styles, and only to a very small extent, the behavior and attitudes of the instructor. A review of the literature reveals that this issue, instructor role or user attributes, has been singled out as a “new frontier for research. This study looks specifically at the “teaching philosophy’ of the simulation/experiential learning user versus the non-user. The results of a pilot study of teaching philosophy provide insights into the assessment of readiness of simulation/experiential learning and directions for future research.