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Related Experiment Videos

'There shouldn't be anything wrong with not knowing': epistemologies in simulation.

Stella L Ng1, Emilia Kangasjarvi1, Gianni R Lorello2,3

  • 1Centre for Faculty Development, St Michael's Hospital and University of Toronto, Toronto, Ontario, Canada.

Medical Education
|August 17, 2019
PubMed
Summary

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Medical students often view knowledge as facts, not experience. Bridging this belief gap with simulation-based education (SBE) is key for effective medical training and safe learning environments.

Area of Science:

  • Medical Education
  • Epistemology
  • Simulation-Based Education

Background:

  • Simulation-based education (SBE) is increasingly adopted in medical training.
  • A potential conflict exists between SBE's emphasis on learning through error and medicine's culture valuing certainty.
  • This misalignment may hinder SBE effectiveness and learning outcomes.

Purpose of the Study:

  • To explore the epistemological beliefs of medical students undergoing SBE.
  • To understand how students perceive knowledge and learning within SBE contexts.

Main Methods:

  • Qualitative analysis of interviews with 24 pre-clerkship medical students.
  • Theory-informed approach using Hofer and Pintrich's dimensions of epistemology.
  • Constructivist grounded theory coding methods.

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Main Results:

  • Students predominantly view knowledge as external, concrete facts.
  • A secondary conception of knowledge construction through experience was described but not prioritized.
  • Faculty were seen as primary knowledge validators, but also as potential role models for embracing error-based learning.

Conclusions:

  • The medical culture's focus on certainty may impede SBE's potential for experiential learning and innovation.
  • Aligning students' epistemological beliefs with SBE principles is crucial for effective simulation training.
  • Faculty play a vital role in mediating this alignment and fostering a culture that supports learning from mistakes.