Simulation research and design: a dual-level framework for multi-project research programs
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Simulation research and design: a dual‑level framework for multi‑project research programs Maximilian C. Fink1 · Anika Radkowitsch2 · Elisabeth Bauer2 · Michael Sailer2,3 · Jan Kiesewetter1,3 · Ralf Schmidmaier1,3,4 · Matthias Siebeck1,3 · Frank Fischer2,3 · Martin R. Fischer1,3 Accepted: 6 November 2020 © The Author(s) 2020
Abstract Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs. Keywords Educational design research · Simulation-based learning · Research–practice partnerships
* Maximilian C. Fink [email protected]‑muenchen.de 1
Institute for Medical Education, University Hospital, LMU Munich, Pettenkoferstraße 8a, 80336 Munich, Germany
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Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
3
Munich Center of the Learning Sciences, Ludwig-Maximilians-Universität München, Munich, Germany
4
Department of Medicine IV, University Hospital, LMU Munich, Munich, Germany
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Introduction Research–practice partnerships have recently become more widespread in education (Coburn and Penuel 2016). Such partnerships frequently strive to close the gap between a steadily growing body of research and a lack of improvement in educational practice. Specifically, research–practice partnerships address this gap by developing and disseminating solutions to highly-relevant educational problems and creating practical knowledge applicable to real-life contexts (Butler 2008; Ormel et al. 2012). Educational design research (EDR) focusses on the creation and evaluation of specific interventions as well as the scientific exploration of the design and production process itself (Design-Based Research Collective 2003). EDR and similar approaches
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