Formative assessment is contained within the scenario. Observations and feedback are given to guide the learner in the appropriate direction. It is learner-centred as the scenario adjusts to the learner’s performance and the learner receives valuable feedback on their progress.

In addition, a summative assessment could be added, assigning a grade as to how well the learner performed the task; whether they needed to use the additional chances given in the scenario, or the number of times they needed to run through it to achieve the best outcome.

The learning approach applied in this activity is experiential learning. The learner is learning by doing. In a safe an controlled environment, they are experiencing the scenario in the role of the doctor, interpreting the event and making decisions which can be easily translatable into real life. The learning is personalised. Depending on the experience of the learner, they complete the scenario at their own pace.

There is also an element of gamification to the learning activity. Using the cascading information theory, the learner navigates through the scenario, uncovering pockets of information along the way. For each decision the learner makes, they get instant feedback on how the patient reacts to the decision. The learner is involved in a simulation of real life, where they can test their own knowledge and adjust the variables. Additionally, the activity can be a jumping off point for further discussions on communication approaches.

The scenario relies heavily on cognitive theory. The idea behind the learning activity is to build upon the learner’s acquired knowledge and experiences. It aims to help develop the learner’s thought processes in communication to enable them to adapt the scenario and apply it to real situations in their role as a doctor. The observations and feedback throughout the scenario will help them to invent and predict situations that might arise and encourage them to develop their own mechanisms to deal with them.