Dataset Information

Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development.

ABSTRACT:

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.

SUBMITTER: Allvin R

PROVIDER: S-EPMC5268374 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Publications

Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development.

Allvin Renée R Berndtzon Magnus M Carlzon Liisa L Edelbring Samuel S Hult Håkan H Hultin Magnus M Karlgren Klas K Masiello Italo I Södersved Källestedt Marie-Louise ML Tamás Éva É

Advances in medical education and practice 20170120

<h4>Background</h4>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 develo ...[more]

PMID: 28176931

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Dataset Information

Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development.

Background

Objectives

Methods

Results

Conclusion

Publications

Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development.

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