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International trainer perceptions of simulation-based learning: a qualitative study.

Junichi Fukamizu1, Daniëlle Verstegen2, Sin Chi Ho3

  • 1Terumo Corporation, Tokyo, Japan.

International Journal of Medical Education
|December 28, 2021
PubMed
Summary

Trainer perceptions of simulation-based learning align with learning theories, emphasizing facilitation and trust. However, explicit training in pedagogical skills, particularly feedback, is needed for effective Continuing Professional Development.

Keywords:
continuing professional developmentfacilitationfeedbacksimulationtrust

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Professional Development

Background:

  • Simulation-based learning (SBL) is increasingly used for Continuing Professional Development (CPD).
  • Understanding trainer perceptions is crucial for optimizing SBL effectiveness in international contexts.

Purpose of the Study:

  • To examine trainer perceptions of SBL for CPD in international settings.
  • To identify key themes and challenges in SBL from the trainers' perspective.

Main Methods:

  • Qualitative research methodology.
  • Semi-structured interviews with 17 international physician trainers in cardiovascular catheterization and intervention.
  • Inductive thematic analysis of interview transcripts.

Main Results:

  • Trainers' perceptions align with learning theories, despite lacking formal SBL education.
  • Key perceived roles include facilitation, structuring sessions, group learning, and stimulating reflection.
  • Building trust and preparing for adult learner satisfaction are important; feedback provision requires more attention.

Conclusions:

  • Trainers may default to familiar instructional models without explicit SBL pedagogical training.
  • Enhanced pedagogical and facilitation skills are essential for trainers in SBL.
  • Future training should explicitly address building trust and providing feedback; mixed-methods research is recommended.