An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis
Abstract Background The dominant frameworks for describing how simulations support learning emphasize increasing access to structured practice and the provision of feedback which are commonly associated with skills-based simulations. By contrast, studies examining student participants’ experiences d...
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| Format: | Article |
| Language: | English |
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BMC
2017-11-01
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| Series: | Advances in Simulation |
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| Online Access: | http://link.springer.com/article/10.1186/s41077-017-0055-0 |