Terumo Corporation, Tokyo, Japan.
School of Health Professions Education/Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht Netherlands, the Netherland.
Int J Med Educ. 2021 Dec 27;12:267-273. doi: 10.5116/ijme.61b3.214c.
This study examined trainer perceptions of simulation-based learning for Continuing Professional Development in international settings.
A qualitative research methodology was used to gain insight into trainer perceptions. Seventeen international physician trainers involved in simulation training in cardiovascular catheterization and intervention were interviewed. An inductive thematic analysis was performed following steps described by Braun and Clarke; researchers inductively approached, and then carefully dissected the transcripts into individual stories, grounded the problems, and explored themes.
Trainer perceptions are largely aligned with learning theories, even though they were not specifically educated in simulation-based learning and program design principles in advance. Trainers perceive their primary role as facilitators to be most important and consider structuring sessions, facilitating group learning, and stimulating reflection to be crucial themes in simulation-based learning. They believe that building trust is an underlying principle to function in their role and feel responsible for being prepared to improve trainee satisfaction as adult learners. Trainers believe that learning from making mistakes is an important mechanism in simulation-based learning, but they give less attention to giving feedback.
Trainers with basic training in facilitation skills in a classroom may unconsciously follow teacher-student instructional models with which they are familiar. This study confirms that trainers in simulation-based learning need pedagogical and facilitating skills to guide trainees and facilitate group processes. Educational training for trainers should include building trust and giving feedback in a more explicit place. In future studies, a mixed-method methodology is suggested to evaluate multi-layered complexities of educational practices.
本研究考察了培训师在国际环境中对基于模拟的继续专业发展学习的看法。
采用定性研究方法深入了解培训师的看法。对 17 名参与心血管导管介入模拟培训的国际医师培训师进行了访谈。采用 Braun 和 Clarke 描述的步骤进行归纳主题分析；研究人员首先进行归纳式研究，然后仔细地将转录本分解为单个故事，将问题具体化，并探索主题。
培训师的看法在很大程度上与学习理论一致，尽管他们事先并没有专门接受过基于模拟的学习和课程设计原则的教育。培训师认为他们作为促进者的主要角色最重要，并认为构建课程、促进小组学习和激发反思是基于模拟的学习的关键主题。他们认为建立信任是他们履行职责的基本原则，并感到有责任为提高学员的满意度做好准备，因为学员是成人学习者。培训师认为，从犯错中学习是基于模拟的学习中的一个重要机制，但他们对给予反馈的关注较少。
具有在课堂上进行基本促进技能培训的培训师可能会无意识地遵循他们熟悉的师生教学模式。本研究证实，基于模拟的学习中的培训师需要教学和促进技能来指导学员并促进小组进程。对培训师的教育培训应更明确地包括建立信任和给予反馈。在未来的研究中，建议采用混合方法来评估教育实践的多层次复杂性。
