Interprofessional training in technology-enhanced medical simulation: Locations and knowings
2013 (English)In: Conference Programme Book: 8th International Conference on Researching Work and Learning 2013, 2013, 15-16 p.Conference paper, Abstract (Other academic)
This paper take an actor-network theory perspective on the use of medical simulators in professional education as a means of training students in medical education and nursing in handling acute emergency situations in health care. The main aim of the study is to investigate what activities are performed in what material arrangements in a full cycle of simulation, i.e the briefing, the simulation in the emergency room, the observations in the control room and the debriefing and what knowing is produced as an effect of these arrangements.
The use of simulators has become a common teaching strategy in medical education. An ageing population, declining financial resources and lack of trained health care personnel are global trends that call for changing the system of health care practice as well as for professional education in the sector. To build more effective health services, professionals are required to work more collaboratively and in partnership with health care consumers (WHO 2008; 2010). Recently, leading medical experts have also criticised the training of health personnel for not adequately preparing for cooperation and inter-professional communication (Frenk et al, 2010). In health care, this concern situations demanding effective communication for making prompt decisions that are of critical importance in emergency situations. Training of students and professionals by means of full-scale simulators is a response to accommodate for these needs. Education in simulation-based environments is seen to offer opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress (Arafeh et al 2010; Östergaard et al,2011). Cook et al has shown in a meta analysis of more than 600 research articles, that in comparison with no intervention, technology-enhanced simulation is consistently associated with large effects for outcomes of knowledge, skills, and behaviors but moderate effects for patient-related outcomes (Cook et al 2011). A majority of the studies are effect studies with quantitative designs. The authors argue that there is a need for rigorous, theory based qualitative studies in order to clarify how and when to effectively use technology enhanced simulations in the training of health care professionals.
The present study draws upon Actor-network theory (Latour, 2005). This perspective which situates materiality as a part of the social practices, provides theoretical tools for observation and discussion of the relation between the material assemblages and human actors. Observations of full-scale simulations of acute trauma handling in the emergency room with ten groups of medical and nursing students make up the data for analysis. Preliminary findings indicate that the different locations and material arrangements of the simulation cycle produce different kinds of knowing and learning than the intended curriculum objectives. The findings can contribute to the theoretical knowledge of how to design simulation-based medical education.
Place, publisher, year, edition, pages
2013. 15-16 p.
interprofessional education, simulation, technology, medical education
IdentifiersURN: urn:nbn:se:liu:diva-106193OAI: oai:DiVA.org:liu-106193DiVA: diva2:714523
8th International Conference on Researching Work and Learning 2013 (RWL8), 19-21 June 2013, Stirling, UK