Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional
Renée Allvin1, Magnus Berndtzon2, Liisa Carlzon3
1Clinical Skills Centre, Faculty of Medicine and Health, School of Medical Sciences, Örebro University, Örebro.
Advances in Medical Education and Practice
|February 9, 2017
Summary
Experienced simulation educators
Area of Science:
- Medical Education
- Healthcare Simulation
- Professional Development
Background:
- Medical simulation is key for developing essential skills in future healthcare professionals.
- Simulation educators have diverse backgrounds, impacting their teaching approaches.
- Little is known about the pedagogical development of simulation educators.
Purpose of the Study:
- To investigate how experienced simulation educators perceive their teaching skills and understanding evolve.
- To explore the developmental trajectory of simulation educators over time.
Main Methods:
- Qualitative exploratory study design.
- Individual, open-ended interviews with 14 experienced simulation educators.
- Inductive thematic analysis of interview data.
Main Results:
- Educator development is characterized by changes in thinking and practice.
- Key themes include shifting focus, structured utilization, goal setting, technology integration, and professional alignment.
- Self-confidence in the educator role is foundational for pedagogical growth.
Conclusions:
- Pedagogical development in simulation educators stems from self-confidence, not necessarily deep theory.
- This study offers initial insights into the educational needs of simulation educators.
- Further research is needed to understand educational levels and support requirements.
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