Fostering Diagnostic Skills with Simulations: A Research Synthesis of 237 Studies in Higher Education

Abstract

This research synthesis aggregates the evidence on effects of simulation-based learning on fostering diagnostic skills in higher education. It includes evidence from 237 primary studies aggregated using meta-analytic procedures as well as qualitative analysis. Findings show that (1) improvements in learning processes and outcomes occurring during simulation-based learning do not happen automatically just as a learner is confronted with a diagnostic task, but because learners engage in diagnostic activities during the diagnostic process; (2) facilitating this engagement can be facilitated through providing authentic and engaging tasks in different contexts, as well as personalized scaffolding.