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Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development
Örebro universitet, Institutionen för medicinska vetenskaper. Region Örebro län. Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden.
Metodikum – Skill Centre of Medical Simulation Region County Jönköping, Jönköping, Sweden.
Simulation Centre West, Department of Research, Education and Development, Sahlgrenska University Hospital, Gothenburg, Sweden.
Department of Medical and Health Sciences, Faculty of Medicine and Health Sciences, Linköping University, Linköping, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Vise andre og tillknytning
2017 (engelsk)Inngår i: Advances in Medical Education and Practice, ISSN 1179-7258, E-ISSN 1179-7258, Vol. 8, s. 99-108Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identified as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature.

Objectives: To explore changes in experienced simulation educators' perceptions of their own teaching skills, practices, and understanding of teaching over time.

Methods: A qualitative exploratory study. Fourteen experienced simulation educators participated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis.

Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identified: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being confident in the role as an instructor seemed to constitute a foundation for the instructor's pedagogical development.

Conclusion: Experienced simulation educators' pedagogical development was based on self-confidence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the first clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.

sted, utgiver, år, opplag, sider
DOVE Medical Press Ltd. , 2017. Vol. 8, s. 99-108
Emneord [en]
continuing professional development, interviews, medical simulation, pedagogical development, simulation educator
HSV kategori
Identifikatorer
URN: urn:nbn:se:oru:diva-56842DOI: 10.2147/AMEP.S123517ISI: 000394696100001PubMedID: 28176931OAI: oai:DiVA.org:oru-56842DiVA, id: diva2:1085137
Merknad

Funding Agency:

Medical Research Council of Southeast Sweden

Tilgjengelig fra: 2017-03-28 Laget: 2017-03-28 Sist oppdatert: 2018-07-30bibliografisk kontrollert

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