This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. The book is intended for a broad readership,including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.

Autorentext
Chwee Beng Lee's excellence in research is reflected in her publication track record, which includes over 50 peer-reviewed journal articles and book chapters in related fields. She has served as a consultant to the SAFTI Military Institute (Singapore Armed Forces) and has trained a large number of military officers in the areas of instructional design, task analysis, performance analysis, evaluation methods and new media in teaching pedagogy. She has designed and taught graduate level courses on instructional design theory, needs analysis, learner analysis, cognitive task analysis, problem solving, evaluation and assessments. 
José Hanham is an academic specialising in the educational sciences, particularly instructional design, group dynamics, human motivation and digital technologies. He has worked on a number on industry-funded projects and his research output has been published in leading educational journals, such as Educational Psychology Review and Learning and Instruction. He employs a range of research methods including large-scale quantitative studies, survey design, and experimental design, as well as qualitative methods, such as interviews. 
Jimmie Leppink has authored more than 70 peer-reviewed publications on a variety of topics including instructional design, cognitive load theory, program evaluation, and self-regulated learning, as well as the application of quantitative methods in education, psychology, management, and the broader social science context. He has been an Editorial Board member for the international peer-reviewed journals Perspectives on Medical Education, BioMed Central (BMC) Medical Education and Health Professions Education.

Inhalt
Introduction: Problem solving in high-stakes learning environments.- Part 1 Theoretical Foundations.- 1 Human cognitive architecture through the lens of cognitive load theory.- 2 Expertise and problem solving in high-stakes environments.- Part 2 High-Stakes Domains.- 3  Problem solving in the security context.- 4 Mental processes in emergency medicine.- 5 Decision making in Aviation.- 6 Developing expertise in the context of mental health.- 7 Design problem in engineering.- Part 3 Design and Analysis.- 8 Understanding the learners.- 9 Conducting Task Analysis.- 10 On the design of instruction and assessment.- 11 Evaluating the effectiveness of instructional methods.- 12 Conclusion: Future considerations for designing instructions in High-Stakes learning environments.