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An activity theory perspective of how scenario-based simulations support learning: a descriptive analysis
1Uniformed Services University of the Health Sciences, Graduate Programs in Health Professions Education, Department of Medicine, F. Edward Hébert School of Medicine, 4301 Jones Bridge Road, Bethesda, MD 20814-4712 USA.
Advances in Simulation (London, England)
|February 17, 2018
Summary
Student learning in scenario-based simulations occurs through active participation, integrating tool use, social interaction, and interventions to make sense of clinical situations. This highlights how engagement drives learning.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Activity Theory
Background:
- Traditional simulation frameworks focus on practice and feedback.
- Scenario-based simulations may foster learning through active participation.
- Limited research exists on student experiences during scenario-based simulations.
Purpose of the Study:
- To examine student activities during scenario-based simulations.
- To analyze activity patterns and their role in supporting learning.
- To understand how participation contributes to learning outcomes.
Main Methods:
- Employed Engeström's activity systems analysis (first, second, and third generation).
- Utilized qualitative methods: narrative, video, and activity systems analysis.
- Analyzed student activities and interactions across four video-recorded simulations.
Main Results:
- Student activities included using clinical tools, social interactions, and performing interventions.
- Participants made sense of scenarios by linking these activities.
- Role assignment and team presence influenced activity complexity and workload distribution.
Conclusions:
- Learning occurs through active engagement and sense-making in simulations.
- Meaning-making is mediated by cultural artifacts, social interactions, interventions, and roles.
- Findings inform simulation-based learning, instructional design, and assessment.
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