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Students' and Instructors' Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation.

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Title: Students' and Instructors' Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation.
Authors: Elsayed, Hadil1 hadil.elsayed@gu.se, Nivala, Markus1, Carlzon, Liisa2
Source: Teaching & Learning in Medicine. Aug/Sep2024, Vol. 36 Issue 4, p454-469. 16p.
Subject Terms: *Interdisciplinary education, *Communicative competence, *School environment, *Medical education, *Interprofessional relations, *Educational outcomes, *Content analysis, *Simulation methods in education, *College teacher attitudes, *Professional employee training, *Ability, *Psychology of medical students, *Learning strategies, *Student attitudes, *Training, Questionnaires, Professional identity, Reflection (Philosophy)
Abstract: Phenomenon: 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. Approach: 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. Findings: 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. Insights: 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. [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Students' and Instructors' Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation.
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  Data: <searchLink fieldCode="AR" term="%22Elsayed%2C+Hadil%22">Elsayed, Hadil</searchLink><relatesTo>1</relatesTo><i> hadil.elsayed@gu.se</i><br /><searchLink fieldCode="AR" term="%22Nivala%2C+Markus%22">Nivala, Markus</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Carlzon%2C+Liisa%22">Carlzon, Liisa</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Learning+in+Medicine%22">Teaching & Learning in Medicine</searchLink>. Aug/Sep2024, Vol. 36 Issue 4, p454-469. 16p.
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  Data: Phenomenon: 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. Approach: 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. Findings: 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. Insights: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching & Learning in Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180828232
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      – Type: doi
        Value: 10.1080/10401334.2023.2230562
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 454
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Professional employee training
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      – SubjectFull: Ability
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Professional identity
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
    Titles:
      – TitleFull: Students' and Instructors' Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation.
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              Text: Aug/Sep2024
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