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It Is Time to Link Theory to Practice in Simulation-Based Learning: Lessons from Learning Theories

      The Continuing Professional Education (CPE) quiz for this article is available for free to Academy members through the MyCDRGo app (available for iOS and Android devices) and through www.jandonline.org (click on “CPE” in the menu and then “Academy Journal CPE Articles”). Log in with your Academy of Nutrition and Dietetics or Commission on Dietetic Registration username and password, click “Journal Article Quiz” on the next page, then click the “Additional Journal CPE quizzes” button to view a list of available quizzes. Non-members may take CPE quizzes by sending a request to [email protected] . There is a $45 fee per quiz (includes quiz and copy of article) for non-members. CPE quizzes are valid for 3 years after the issue date in which the articles are published.
      Evidence supporting the use of simulation-based learning (SBL) to improve student preparedness for placement
      • Ross L.
      • Mitchell L.
      • Williams L.
      Is it possible to enhance the confidence of student dietitians prior to professional placements? A design-based research model.
      ,
      • Farahat E.
      • Rice G.
      • Daher N.
      • Heine N.
      • Schneider L.
      • Connell B.
      Objective structured clinical examination (OSCE) improves perceived readiness for clinical placement in nutrition and dietetic students.
      and to assess competence
      • Buchholz A.C.
      • Vanderleest K.
      • MacMartin C.
      • Prescod A.
      • Wilson A.
      Patient simulations improve dietetics students’ and interns’ communication and nutrition-care competence.
      is growing in dietetics. SBL or SBL experiences “represent [an] actual or potential situation in education and practice . . . and allow participants to develop or enhance their knowledge, skills, and attitudes or to analyze and respond to realistic situations in a simulated environment.”

      Healthcare Simulation Dictionary. Accessed April 3, 2021. https://www.ssih.org/dictionary.

      Although SBL can include computer-based simulations, simulated patients (SPs), part-task trainers and mannequins, virtual reality, role-play activities, or a hybrid of these,
      • Maran N.J.
      • Glavin R.J.
      Low-to high-fidelity simulation—A continuum of medical education?.
      ,
      • Ker J.
      • Bradley P.
      Simulation in medical education.
      in dietetics, SBL incorporating SPs to develop communication and counseling skills is most common.
      • Williams P.
      • Beck E.
      • Tada T.
      • Moritoshi P.
      • Sato K.
      • Kawakami T.
      • Kawakami Y.
      Effect of simulated patient practice on the self-efficacy of Japanese undergraduate dietitians in nutrition care process skills.
      • Gibson S.
      • Davidson Z.
      An observational study investigating the impact of simulated patients in teaching communication skills in preclinical dietetic students.
      • Russell M.L.
      • Caggiula A.
      • Gloninger M.F.
      Evaluation of clinical skills for nutrition counseling.
      • Schwartz V.S.
      • Rothpletz-Puglia P.
      • Denmark R.
      • Byham-Gray L.
      Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students.
      • Whitehead K.
      • Langley-Evans S.
      • Tischler V.
      • Swift J.
      Assessing communication skills in dietetic consultations: The development of the reliable and valid DIET-COMMS tool.
      An increasing number of reports and case studies can be found in the literature, indicating the growing uptake of SBL within dietetics education and prelicensure training.
      • Buchholz A.C.
      • Vanderleest K.
      • MacMartin C.
      • Prescod A.
      • Wilson A.
      Patient simulations improve dietetics students’ and interns’ communication and nutrition-care competence.
      ,
      • Tada T.
      • Moritoshi P.
      • Sato K.
      • Kawakami T.
      • Kawakami Y.
      Effect of simulated patient practice on the self-efficacy of Japanese undergraduate dietitians in nutrition care process skills.
      ,
      • Wright H.H.
      • Cameron J.
      • Wiesmayr-Freeman T.
      • Swanepoel L.
      Perceived benefits of a standardized patient simulation in pre-placement dietetic students.
      ,
      • O’Shea M.-C.
      • Reeves N.E.
      • Bialocerkowski A.
      • Cardell E.
      Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth.
      Designers of dietetics simulations are adopting and adapting theories, frameworks, and evaluation tools from colleagues in nursing,
      • Jeffries P.R.
      The NLN Jeffries Simulation Theory.
      ,
      • Reeves N.E.
      • O’Shea M.-C.
      Simulation in exercise science and physiology—No longer a luxury but a necessity.
      who have led the way in simulation for many years.
      • Reeves N.E.
      • O’Shea M.-C.
      Simulation in exercise science and physiology—No longer a luxury but a necessity.
      ,
      • O'Shea M.-C.
      • Palermo C.
      • Rogers G.D.
      • Williams L.T.
      Simulation-based learning experiences in dietetics programs: A systematic review.
      Dietetics governing bodies globally have endorsed SBL as a strategy for dietetics education.
      British Dietetic Association
      A Curriculum Framework for the Pre-Registration Education and Training of Dietitians.
      Dietitians Board of New Zealand
      Guidelines for Accreditation of New Zealand Dietetic Education Programmes.
      The Accreditation Council for Education in Nutrition and Dietetics. 2017 Standards and Templates.
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