Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training
Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training
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DOI：
10.1080/13561820.2016.1233390
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发表时间：
2017-01-01
影响因子：
2.7
通讯作者：
Brattebo, Guttorm
中科院分区：
文献类型：
--
作者：
Reime, Marit Hegg;Johnsgaard, Tone;Brattebo, Guttorm
更大的学生群体和有限的教师时间的压力，提出了学习价值的问题，只是观察模拟培训在急诊医学，而不是积极的团队参与。本研究的目的是检查观察员和动手参与者的自我报告的学习成果，在基于模拟的跨专业团队培训有关的非技术技能。此外，我们还比较了不同职业的学习成果，并调查了团队绩效与他们参与的模拟次数的关系。一个同时混合方法的设计被选择来评估研究，使用问卷调查，观察和焦点小组访谈。参与者包括262名研究生和学士护理专业学生和医科学生，分为44个跨专业团队。定量数据显示，观察员和参与者在六个预定义的学习成果中的三个方面有相似的结果。定性数据强调了参与不同角色、多次培训和跨专业培训以增强现实感的重要性。观察模拟训练可以是一个宝贵的学习经验，但学生的首选动手参与和学习做。出于这个原因，一个可以合法化的观察员的角色，考虑到大学生群体和有限的教师时间，只要学生也有一些动手参与的机会，以便在他们的专业角色变得更加自信。
Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.