Wong Ambrose H, Tiyyagura Gunjan K, Dodington James M, Hawkins Bonnie, Hersey Denise, Auerbach Marc A
Department of Emergency Medicine, Yale University, New Haven, Conn.
Department of Emergency Medicine, Yale University, New Haven, Conn; Department of Pediatrics, Yale University, New Haven, Conn.
Acad Pediatr. 2017 Nov-Dec;17(8):807-813. doi: 10.1016/j.acap.2017.06.007. Epub 2017 Jun 23.
Deep exploration of a complex health care issue in pediatrics might be hindered by the sensitive or infrequent nature of a particular topic in pediatrics. Health care simulation builds on constructivist theories to guide individuals through an experiential cycle of action, self-reflection, and open discussion, but has traditionally been applied to the educational domain in health sciences. Leveraging the emotional activation of a simulated experience, investigators can prime participants to engage in open dialogue for the purposes of qualitative research. The framework of simulation-primed qualitative inquiry consists of 3 main iterative steps. First, researchers determine applicability by consideration of the need for an exploratory approach and potential to enrich data through simulation priming of participants. Next, careful attention is needed to design the simulation, with consideration of medium, technology, theoretical frameworks, and quality to create simulated reality relevant to the research question. Finally, data collection planning consists of a qualitative approach and method selection, with particular attention paid to psychological safety of subjects participating in the simulation. A literature review revealed 37 articles that used this newly described method across a variety of clinical and educational research topics and used a spectrum of simulation modalities and qualitative methods. Although some potential limitations and pitfalls might exist with regard to resources, fidelity, and psychological safety under the auspices of educational research, simulation-primed qualitative inquiry can be a powerful technique to explore difficult topics when subjects might experience vulnerability or hesitation.
儿科中某个特定主题的敏感性或不常见性可能会阻碍对儿科复杂医疗问题的深入探究。医疗模拟以建构主义理论为基础，引导个体经历行动、自我反思和公开讨论的体验循环，但传统上一直应用于健康科学的教育领域。利用模拟体验的情感激活，研究人员可以促使参与者为定性研究的目的进行公开对话。模拟引导定性探究框架由3个主要的迭代步骤组成。首先，研究人员通过考虑是否需要探索性方法以及通过对参与者进行模拟引导来丰富数据的潜力来确定适用性。接下来，需要仔细设计模拟，考虑媒介、技术、理论框架和质量，以创建与研究问题相关的模拟现实。最后，数据收集计划包括定性方法和方法选择，特别要注意参与模拟的受试者的心理安全。一项文献综述发现，有37篇文章在各种临床和教育研究主题中使用了这种新描述的方法，并使用了一系列模拟方式和定性方法。尽管在教育研究的框架下，在资源、逼真度和心理安全方面可能存在一些潜在的限制和陷阱，但模拟引导定性探究在受试者可能经历脆弱性或犹豫时，可能是探索困难主题的有力技术。
