Long-term experiences of being a simulation-educator: A multinational interview study

P. Dieckmann; M. Birkvad Rasmussen; S. B. Issenberg; E. Søreide; D. Østergaard; C. Ringsted

doi:10.1080/0142159X.2018.1471204

Long-term experiences of being a simulation-educator: A multinational interview study

P. Dieckmann^*, M. Birkvad Rasmussen, S. B. Issenberg, E. Søreide, D. Østergaard, C. Ringsted

^*Corresponding author af dette arbejde

Institut for Klinisk Medicin

4 Citationer (Scopus)

Abstract

The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

Originalsprog	Engelsk
Tidsskrift	Medical Teacher
Vol/bind	40
Udgave nummer	7
Sider (fra-til)	713-720
Antal sider	8
ISSN	0142-159X
DOI	https://doi.org/10.1080/0142159X.2018.1471204
Status	Udgivet - 2018

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10.1080/0142159X.2018.1471204

Citationsformater

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abstract = "The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.",

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AU - Dieckmann, P.

AU - Birkvad Rasmussen, M.

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AU - Søreide, E.

AU - Østergaard, D.

AU - Ringsted, C.

PY - 2018

Y1 - 2018

N2 - The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

AB - The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

U2 - 10.1080/0142159X.2018.1471204

DO - 10.1080/0142159X.2018.1471204

M3 - Journal article

C2 - 29793384

AN - SCOPUS:85047410201

SN - 0142-159X

VL - 40

SP - 713

EP - 720

JO - Medical Teacher

JF - Medical Teacher

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Long-term experiences of being a simulation-educator: A multinational interview study

Abstract

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