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Towards meaningful simulation-based learning with medical students and junior physicians

机译：与医学生和初级医师一起进行有意义的基于模拟的学习

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Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes. Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses. Methods: The courses were implemented in the spring of 2010. The data were collected from facilitators (n = 9) and students (n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators' and students' perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students? Results: It seems that simulation-based learning is, at its foundation, meaningful since it inherently supports the many characteristics of meaningful learning. However, characteristics also exist that simulation-based learning does not inherently support. In this study, the goal-oriented, self-directed, and individual training characteristics were only somewhat supported during the facilitation and training in SBLEs. Conclusions: In running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported.
机译：背景：本研究通过实现有意义的学习特征以及促进，培训和学习过程的概念，为基于模拟的医学教育提供了教育视角。目的：本研究旨在从促进者和学生的角度评估五种不同的基于模拟的课程的意义。方法：该课程于2010年春季实施。使用小组访谈（一次单独访谈），观察，录像，以及前后访谈从主持人（n = 9）和学生（n = 25）中收集数据。问卷。本研究使用定性内容分析方法来分析定性数据，以回答以下研究问题：从促进者和学生的角度来看，基于模拟的学习环境（SBLE）中的促进和培训如何促进学生的有意义的学习？结果：基于模拟的学习似乎从根本上讲是有意义的，因为它固有地支持有意义学习的许多特征。但是，还存在基于模拟的学习无法固有支持的特征。在这项研究中，在SBLE的促进和培训过程中，仅在某种程度上支持了以目标为导向，自我指导和个人的培训特征。结论：将来在举办这些课程时，协调人应专注于仅在某种程度上得到支持的那些特征。

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