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Simulation as a teaching pedagogy is becoming commonplace in health professions education. In order to make the most of this teaching strategy, educators need to have an understanding of how to facilitate in this learning environment. Prompts and cues in simulation help guide participants in the simulation environment, with cues often being separated into conceptual or reality cues. These will be discussed in this session.
- Identify various methods of embedding prompts and cues in simulation activities
- Differentiate between conceptual and reality cues in simulation-based learning
- Describe how planned and un-planned (“on-the-fly”) prompts and cues can be implemented in simulation activities
Facilitator: Nicole Harder