A Critical Analysis of the theories of Situated Learning and Cognitive Apprenticeship and their application to simulation-based teaching for trainee doctors

Simulation is an evolving modality within the medical education curriculum which allows the integration of theory and practice within safe and reproducible teaching environments. Through skills-based simulations and scenario-based simulations, patient safety education and supervision of clinical skills can be delivered. However, the success of simulation-based medical education (SBME) requires appropriate application of learning and teaching theories which connect to curricula. The situated learning theory (SLT) suggests learning is part of a social practice which promotes peer-supported learning and enables a multidirectional transmission of knowledge between facilitators and students. Whilst cognitive apprenticeship is a teaching approach that encourages students to apply knowledge and skills in real-life settings through articulation, reflection and exploration. This critical analysis hypothesises that SBME is enhanced by SLT and cognitive apprenticeship approaches but is impacted by two key factors: i) student motivations and iii) the role of the teacher. A literature search was completed within four electronic databases (CINAHL, MEDLINE, Biomedical Reference Collection and Psychology and Behavioural Sciences Collection).