Information processing, specificity of practice, and the transfer of learning: considerations for reconsidering fidelity

Much has been made in the recent medical education literature of the incorrect characterization of simulation along a continuum of low to high fidelity (Cook et al. JAMA 306(9): 978–988, 2011; Norman et al. Med Educ 46(7): 636–647, 2012; Teteris et al. Adv Health Sci Educ 17(1): 137–144, 2012). For the most part, the common definition within the medical education community has been that simulations that present highly realistic performance …