Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
Simulatorcentrum i Väst, Sahlgrenska University Hospital, Gothenburg, Sweden.
Teach Learn Med. 2024 Aug-Sep;36(4):454-469. doi: 10.1080/10401334.2023.2230562. Epub 2023 Jul 3.
Simulation-enhanced interprofessional education is a potentially valuable pedagogical approach in health professional education. Simulation-enhanced interprofessional education merits more empirical exploration particularly in terms of experiences from different perspectives. The study aims to provide a multi-perspective in-depth understanding of students' engagement in a simulation-based interprofessional learning environment. Ninety students and thirteen facilitators participated. We analyzed data from examination sheets of medical and nursing students in a simulation-enhanced interprofessional education course and from a facilitator survey, using manifest inductive content analysis. The analysis was informed by actor network theory and Schön's reflection on action model. Students reflected on their performance in relation to (1) personal attributes, such as systemization skills; (2) other team members, such as communication skills; and (3) the surrounding environment, such as efficient employment of resources. They also reflected on the consequences of their actions and future professional growth. We observed group differences in conceptualizations of performance and knowledge enactment. Facilitators' and students' perceptions of performance were mostly aligned. Leadership enactment in the learning environment was problematic for students as well as facilitators. Students' engagement in the learning environment helped them develop a prototype of their professional identity and explore potential domains or tools for further learning and professional growth. Features of the learning environment fostered teamwork skills and allowed students to learn from each other, thus improving performance. Our findings have several implications for education, and professional practice, including the need for meticulous planning of learning environments and the importance of more intensive pedagogical efforts for soon-to-be health professionals regarding workplace dynamics and potential conflicts. It is also important to consider that an interactive learning environment can invoke reflection on action not only among students but also among facilitators and that this can contribute to the development of clinical praxis.
模拟增强型跨专业教育是一种在健康专业教育中具有潜在价值的教学方法。模拟增强型跨专业教育值得更深入的实证研究，尤其是从不同角度探讨其经验。本研究旨在提供对学生在基于模拟的跨专业学习环境中参与情况的多角度深入理解。90 名学生和 13 名辅导员参与了研究。我们使用显性归纳内容分析法，分析了模拟增强型跨专业教育课程中医学生和护生的考试成绩表以及辅导员调查数据。分析受行动者网络理论和 Schön 的行动反思模型的启发。学生反思了他们在以下方面的表现：（1）个人特质，如系统化技能；（2）其他团队成员，如沟通技巧；（3）周围环境，如资源的有效利用。他们还反思了行动的后果和未来的专业成长。我们观察到了学生在表现和知识实施概念化方面的群体差异。辅导员和学生对表现的看法大多一致。学习环境中的领导作用对学生和辅导员来说都是一个问题。学生对学习环境的参与有助于他们形成职业身份的原型，并探索潜在的学习领域或工具，以促进学习和专业成长。学习环境的特点促进了团队合作技能，并使学生能够相互学习，从而提高表现。我们的研究结果对教育和专业实践有几个启示，包括需要精心规划学习环境，以及对于即将成为卫生专业人员的人员来说，需要更加注重工作场所动态和潜在冲突方面的教学努力。还需要考虑到互动学习环境不仅可以引发学生的行动反思，还可以引发辅导员的行动反思，并且这有助于临床实践的发展。
