Interdisciplinary Simulation as the Keys to Third-Generation University Training

Abstract

The current scenario of university education calls for training spaces that go beyond direct instruction and knowledge memorization exercises. Such requirement stems from the need to articulate diverse knowledge and skills that the current professional must develop both in university practice and in their daily work. It is imperative to build new teaching experiences that articulate the space of practice and the knowledge that corresponds to it, as scenarios for the interdisciplinary and permanent construction of knowledge. A comprehensive review has been conducted to explore research from the last 20 years on the educational implementation of simulations in various professions. After conducting filtering and sampling processes, articles were read and reviewed in depth and to which qualitative processes of categorization and frequency analysis were applied. Results: Some advantages and limitations of simulations as learning resources are highlighted. They suggest the importance of their deployment from an interdisciplinary perspective of teaching, especially in health sciences. We reflect on the importance of approaching simulation-based learning from a curricular perspective, which brings learning in higher education closer to the complex realities of the world of work. Great challenges and transformative effects of its implementation on university educational structures and models are stood out.