Simulation-based mastery learning (SBML) framework integrating constructivist and behavioral learning theories¶
Design · All designs
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 causal),q3· 0 of 1 report an effect size · 4 claims rest on one study
Description¶
The article grounds its training design in simulation-based mastery learning combined with deliberate practice, integrating both constructivist and behavioral learning theories. Constructivist learning theory emphasizes active, experiential learning in which learners build knowledge through direct engagement with tasks and reflective feedback, operationalized here as hands-on simulation-based procedural practice. Behavioral learning theory emphasizes repetition, reinforcement, and feedback in skill acquisition, operationalized through structured deliberate practice, repeated simulation sessions, immediate formative feedback from expert supervisors, and performance assessment using a standardized rubric. Together, this integrated framework supports progressive skill acquisition and consistent attainment of predefined competency standards, independent of fixed training time.
Design Implications¶
Context¶
Requirements¶
- Learners must achieve predefined competency standards through repeated practice and feedback, rather than fixed training time
Constraints¶
- The study assessed outcomes only in a simulated environment rather than clinical settings, and long-term retention was not evaluated
Target Learners¶
- ophthalmology residents
Learning Goals¶
- procedural skill acquisition
- procedural efficiency
- self-reported confidence
Claims¶
- Sbml Probing Rubric Score Improvement [+M]
- Sbml Probing Confidence Progression [+M]
- All 20 enrolled residents completed the full simulation-based mastery learning program for nasolacrimal duct probing [+W]
- No significant differences in procedural time or pre- and post-practice rubric scores between participants with and without previous probing experience [~W]
Related Designs¶
- MOOC-HFS complementary integration framework grounded in flipped classroom and deliberate practice
- HVRS as a complementary simulation-based learning environment grounded in experiential learning and deliberate practice
Examples¶
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Key Sources¶
- Theerakulpisut Saralee, Tengtrisorn Supaporn, Singha Penny, Rattanalert Narisa. (2026). Simulation-based mastery learning for nasolacrimal duct probing in ophthalmology residency: a prospective pre–post educational study. BMC Medical Education. https://doi.org/10.1186/s12909-026-09213-8
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
sbml-constructivist-behavioral-framework-probing |
title |
Simulation-based mastery learning (SBML) framework integrating constructivist and behavioral learning theories |
description |
The article grounds its training design in simulation-based mastery learning combined with deliberate practice, integrating both constructivist and behavioral learning theories. |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — theerakulpisut-saralee-2026 |
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