topic: [[Designing Curricula]] created: 2023-07-19 *Does the simulation-based educational program have enough "reality"\in terms of the experience to provoke or open the door to learning?* This reminds me of [[epistemic humility]], and the need for the [[learning leader]] to be aware of the limits of their knowledge, even when subject matter experts. It's kind of like [[facilitating]] is a conversational technique for [[emergence]], so how do you create [[SimZones]] experience that allow emergence. **Epistemic Fidelity** is the idea that the learning experience mirrors the challenges of the real world, such as ambiguity, conflicting data, and uncertainty from mixed data and [[signal to noise]] challenges. Managing those challenges, what data to attend to, what emotions contribute, and other real-world issues of performance could be considered a key to developing [[adaptive expertise]] through experience, and one of those guided experiences should be Simulation. ![[Fidelity and Realism.jpg]] This matters because as we focus on "which reality matters," we can consider the different realities that impact the learning experience, from **physical fidelity**, **conceptual (is this the same as epistemic? I think so)**, **emotional/experiential**, finally [[Sociological Fidelity]], how we relate to others in the team/world. All of these fidelity lenses can be helpful in determining the right amount of fidelity. Modulating fidelity is the [[fiction contract]], an agreement between parties that we try our best to set up the learning experience and they try their best to participate. ##### What would the opposite argument be? Since realism is the experience of the learner, the [[learning leader]] cannot create the conditions, they must be co-created. How does the [[Prebriefing]] set the learners up to participate in the creation of the fiction contract? Does the needed fidelity vary by SimZone? tags: #note/idea | #on/simulation | #on/learning | #on/realism | #on/fidelity ##### Sources: Clarke, S. O., Ilgen, J. S., & Regehr, G. (2023). Fostering Adaptive Expertise Through Simulation. _Academic Medicine_, _Publish Ahead of Print_. [https://doi.org/10.1097/ACM.0000000000005257](https://doi.org/10.1097/ACM.0000000000005257) Johnson, C. E., & Leech, M. (2022). Co-designing for success: Fostering psychological safety with learners to optimise learning, collaboration and performance. _Medical Education_, _56_(3), 242–244. [https://doi.org/10.1111/medu.14723](https://doi.org/10.1111/medu.14723) Dieckmann, P., Gaba, D., & Rall, M. (2007). Deepening the Theoretical Foundations of Patient Simulation as Social Practice. _Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare_, _2_(3), 183–193. [https://doi.org/10.1097/SIH.0b013e3180f637f5](https://doi.org/10.1097/SIH.0b013e3180f637f5) Rudolph, J. W., Simon, R., & Raemer, D. B. (2007). Which Reality Matters? Questions on the Path to High Engagement in Healthcare Simulation. _Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare_, _2_(3), 161–163. [https://doi.org/10.1097/SIH.0b013e31813d1035](https://doi.org/10.1097/SIH.0b013e31813d1035)