Observing of interprofessional collaboration in simulation: A socio-material approach

Area of Science:

• Health Professions Education
• Sociology of Health
• Simulation-Based Learning

Background:

• Simulation exercises are increasingly integral to health professional training.
• Students often observe simulations rather than actively participate.
• Understanding the learning dynamics of observation is crucial for effective training.

Purpose of the Study:

• To explore how social-material arrangements influence the observation of interprofessional collaboration in simulated settings.
• To investigate how these observations are thematized and contribute to learning.
• To analyze the embodied, relational, and situated nature of observation.

Main Methods:

• Analysis of 18 standardized video recordings of medical and nursing students observing peer simulations.
• Application of Practice Theory to understand the enactment of observation.
• Examination of socio-material arrangements, embodied actions, and student-instructor interactions.

Main Results:

• Two distinct modes of observation emerged: proximate and distant observation.
• Observation enactments were shaped by the physical setting, material setup, and embodied interactions.
• Observing students adopted a passive, normative role as audience and evaluators of professional conduct.

Conclusions:

• The physical and social environment significantly shapes how students observe and learn from simulations.
• Observation is an active, embodied process embedded within social and material contexts.
• Future simulation design should consider the nuances of observational learning and student roles.