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

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Summary
This summary is machine-generated.

This study explored simulation educators' experiences in Advanced Life Support (ALS) and Crisis Resource Management (CRM) courses. Findings reveal insights into teaching reflections, knowledge transfer, and system-wide transformations, impacting faculty development and simulation practice.

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Area of Science:

  • Medical Education
  • Healthcare Simulation
  • Professional Development

Background:

  • Long-term experiences of simulation educators remain underexplored.
  • Simulation-based education is crucial for healthcare training.
  • Understanding educator perspectives is key to improving simulation practice.

Purpose of the Study:

  • To explore the long-term reactions, experiences, and reflections of simulation educators.
  • To analyze educator experiences in Advanced Life Support (ALS) and Crisis Resource Management (CRM) courses.
  • To identify themes related to simulation-based teaching, knowledge transfer, and transformations.

Main Methods:

  • A semistructured, exploratory interview study design.
  • Interviews conducted with simulation educators in Denmark, Norway, and the USA.
  • Analysis of experiences in ALS and CRM courses.

Main Results:

  • Three overarching themes emerged: reflections on simulation teaching, transfer of skills to clinical settings, and broader transformations.
  • Advanced Life Support (ALS) courses emphasized learning efficiency.
  • Crisis Resource Management (CRM) courses highlighted innovation.
  • Differences in course principles influenced reflections, transfer, and transformations.

Conclusions:

  • Simulation educator experiences are multifaceted, encompassing personal growth and systemic impact.
  • Understanding these experiences informs faculty development and career planning.
  • Simulation-based education acts as a catalyst for change within the healthcare system.