Peisachovich Eva H, Dubrowski Adam, Da Silva Celina, Kapralos Bill, Klein Jennifer E, Rahmanov Zipora
Medical Education and Simulation, York University, Toronto, CAN.
Research and Development, Ontario Tech University, Oshawa, CAN.
Cureus. 2021 Aug 5;13(8):e16908. doi: 10.7759/cureus.16908. eCollection 2021 Aug.
The rise of the digital revolution has disrupted entire industries and job markets, leading individuals to either upgrade or transfer their skills in order to continue within their designated fields or transition to new workplace contexts. Employers expect their employees to apply their knowledge to real-world settings, analyze and solve problems, connect choices to actions, and innovate and create. Moreover, the COVID-19 pandemic has exacerbated changes to the educational landscape by forcing online and remote contexts; physical distancing and other preventive measures have necessitated a shift towards increasing the use of disruptive digital technologies- extended reality (e.g., virtual and augmented reality), gaming, and additive manufacturing-in simulation delivery. Yet Canada's economic and demographic data suggests that many new graduates struggle to transition from school to working life. The confluence of these factors has led to a need for both individuals and higher education institutions to upgrade and adapt to new digital techniques and modalities. As these needs grow, simulation-based education (SBE) techniques and technologies-already an integral part of training for some professions, including nursing, medicine, and various other health professions-are increasingly being used in digital contexts. In this editorial, we provide our perspective of the socio-technological movement associated with health-professions education (HPE) within the SBE context and examine the application and implementation of micro-credentialing within this field. We also discuss the various levels of expertise that learners may acquire. From this vantage point, we address how SBE can complement the assessment of competencies that learners must demonstrate to attain micro-credentials and explore micro-credentialing's advantages for, and use in, HPE.
数字革命的兴起扰乱了整个行业和就业市场，促使个人提升或转换技能，以便在其指定领域继续发展或转向新的工作环境。雇主期望员工将知识应用于实际场景，分析和解决问题，将选择与行动联系起来，并进行创新和创造。此外，新冠疫情迫使教育转向线上和远程教学，加剧了教育格局的变化；物理距离和其他预防措施使得有必要增加使用颠覆性数字技术——扩展现实（如虚拟现实和增强现实）、游戏和增材制造——来进行模拟教学。然而，加拿大的经济和人口数据表明，许多新毕业生难以从学校过渡到工作生活。这些因素交织在一起，使得个人和高等教育机构都需要提升并适应新的数字技术和模式。随着这些需求的增长，基于模拟的教育（SBE）技术——已经是包括护理、医学和其他各种健康专业在内的一些职业培训的一个组成部分——在数字环境中越来越多地被使用。在这篇社论中，我们阐述了在SBE背景下与健康职业教育（HPE）相关的社会技术运动的观点，并审视了微认证在该领域的应用和实施情况。我们还讨论了学习者可能获得的不同专业水平。从这个角度出发，我们探讨SBE如何补充对学习者为获得微认证必须展示的能力的评估，并探索微认证在HPE中的优势及其在HPE中的应用。
