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Time simulation sessions toward the end of the academic year to engage learners in their zone of proximal development

Design · All designs
Evidence · no claims cited

Description

The article intentionally scheduled the session near the end of the PGY-1 year so learners would face scenarios they were unlikely to have experienced independently, engaging them in their zone of proximal development. Learners were encouraged to look to each other and other resources, and a chalk talk provided a cognitive framework as guidance. The article cites prior work showing inexperienced learners in such simulation find the experiences valuable, instructional, and motivating.

Design Implications

Context

Requirements

  • Scenarios that learners are unlikely to have experienced prior, particularly in leadership roles
  • Support structures such as peer guidance and a didactic cognitive framework

Constraints

  • It was not expected that learners would effectively and independently complete tasks without assistance

Target Learners

  • Internal medicine interns near the end of their PGY-1 year

Learning Goals

  • Leading code response teams
  • Managing post-ROSC patients

Claims

Examples

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Key Sources

  • Harris E, Collis A, Carlbom D, Johnson N, Town J, Raikhel V. (2026). Post In-Hospital Cardiac Arrest Simulation to Improve Medical Decision Making and Communication in Internal Medicine Residents. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.11642
Page metadata
Field Value
type design
id time-simulation-zpd-end-of-year
title Time simulation sessions toward the end of the academic year to engage learners in their zone of proximal development
description The article intentionally scheduled the session near the end of the PGY-1 year so learners would face scenarios they were unlikely to have experienced independently, engaging them in their zone of proximal development.
status review
generated by process:settle-candidates on 2026-11-04
trust unverified — no one has confirmed this page's content
sources 1 — harris-e-2026

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