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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Transformative Learning Theory

Background:

  • Non-technical skills (NTS) are crucial for medical professionals.
  • Simulation-based training is a common method for NTS education.
  • Transformative learning, involving perspective shifts, may be enhanced by NTS training.

Purpose of the Study:

  • To explore how Non-technical skills (NTS) training facilitates transformative learning in final-year medical students.
  • To investigate the impact of simulation-based NTS training on medical students' perspectives.

Main Methods:

  • Medical students participated in simulation sessions and debriefings focused on NTS.
  • Focus groups were conducted using semi-structured interviews based on Mezirow's phases of transformative learning.
  • Verbatim transcripts were analyzed using template analysis.

Main Results:

  • Students exhibited stages of transformative learning, including self-examination with emotional disturbance (Phase 2).
  • Critical assessment of assumptions regarding NTS and recognition of their importance were observed (Phase 3).
  • Exploration of new roles and planning future actions were identified (Phases 5 and 6).

Conclusions:

  • NTS training in simulation can lead to cognitive phases of transformative learning in medical students.
  • The study offers insights into medical students' learning of NTS at a critical training stage.
  • Simulation-based NTS training provides a valuable method for assessing educational impact.