Team training delivered in the anticipated operational context with realistic scenario-based experiences is more likely to transfer to operational performance¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? If team training is delivered within the anticipated operational context and uses realistic event-based or scenario-based experiences, what is learned is more likely to transfer to operational performance. → J. D. Fletcher & Robert A. Sottilare 2018

Evidence¶

J. D. Fletcher & Robert A. Sottilare 2018¶

J. D. Fletcher & Robert A. Sottilare. (2018). Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture. Int J Artif Intell Educ 28:265–285. https://doi.org/10.1007/s40593-017-0147-y

q2 · i? · review · r2

The article reports, citing Salas et al. (2008), a meta-analysis finding on transfer of team training. The review attributes the finding to that meta-analysis and prints no effect size for it.

"A meta-analysis by Salas et al. ( 2008) found that if team training is delivered within the anticipated operational context (e.g., in the field, on the flight line, or in similarly relevant contexts) and if it uses realistic event-based or scenario-based experiences, what is learned is more likely to transfer to operational performance"

Discussion¶

Related Claims¶

• Technology-enhanced tabletop exercises delivered via IXP across 25 exercises and 743 participants showed increased student engagement and collaboration and clearer instructor visibility. — related
• Simulation Based Education Improves Outcomes — a broader claim this one bears on
• Children learned novel verb meanings better when words were experienced in episodes built around a common scenario — related
• Structured communication tools such as SBAR incorporated into simulation are associated with improved team coordination and information transfer — a narrower finding that bears on this claim
• Students were more engaged in SDL when it was an assessed activity with anticipated outcomes and relevance to their future profession — related