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Transformation During Transitions: Intentionality in Simulation-Based Education for Professional Identity

Joanne Kerins1, Susan G Somerville, Victoria R Tallentire

  • 1From the NHS Greater Glasgow and Clyde (J.K.), Glasgow, UK; University of Dundee (J.K., S.G.S.), Dundee, UK; Scottish Centre for Simulation and Clinical Human Factors (J.K., V.R.T.), Larbert, UK; NHS Education for Scotland (V.R.T.), Edinburgh, UK; and NHS Lothian (V.R.T.), Edinburgh, UK.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|April 16, 2025
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Summary
This summary is machine-generated.

Simulation-based education aids professional identity development, especially during career transitions. Exploring concepts like liminality and narrative reflection enhances understanding and supports learners through these critical periods.

Keywords:
Professional identitysimulationtransitions

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Area of Science:

  • Medical Education
  • Professional Development
  • Healthcare Simulation

Background:

  • Simulation-based education (SBE) is increasingly recognized for its role in professional identity development.
  • Existing theoretical frameworks, such as transformative learning theory, offer a basis for understanding this process.
  • However, concepts like liminality, identity work, and narrative reflection are less explored in the context of SBE.

Purpose of the Study:

  • To discuss the theoretical underpinnings of professional identity development in SBE.
  • To explore the role of simulation debriefing in supporting identity transitions.
  • To introduce concepts like liminality, identity work, and narrative reflection for a more nuanced understanding.

Main Methods:

  • This is a theoretical commentary, not an empirical study.
  • It synthesizes existing literature on transformative learning theory and professional identity.
  • It proposes the integration of concepts like liminality and narrative reflection into SBE.

Main Results:

  • Transformative learning theory provides a foundation for understanding professional identity development in SBE.
  • Liminality, identity work, and narrative reflection offer deeper insights into identity transitions during SBE.
  • These concepts can enhance the effectiveness of simulation debriefing.

Conclusions:

  • Simulation-based education, particularly through debriefing, can significantly support professional identity development.
  • Integrating concepts of liminality, identity work, and narrative reflection provides a more comprehensive theoretical framework.
  • This commentary offers strategies for educational interventions and future research in this area.