This article explores the concept of community of enquiry through an examination of 3 case studies: (a) a school-based community of enquiry involving pupils, teachers, and researchers; (b) a community of enquiry involving teachers from around 100 different schools in a Scottish local authority, together with policy advisers and researchers; and (c) the project team involved in the present study itself. The 3 case studies are considered in relation to 7 factors identified in previous research as significant considerations when attempting to build a community of enquiry, namely: dialogue and participation; relationships; perspectives and assumptions; structure and context; climate; purpose; and control. The authors conclude by highlighting key issues and potential implications for attempts to foster collaborative partnerships between educational researchers and practitioners
This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practices. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-materialarrangements of three locations involved in the simulation-the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.
The study aims to understand what makes a "successful simulation", one that follows the planned sequence of events embedded in the simulated scenario, thus producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 fullscale simulation sessions of acute trauma handling during interprofessional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students' emergent actions during the scenario by demarcating "possibilities" and "impossibilities" for actions during the exercise. This in turn defines what actions are "appropriate" and "inappropriate" when the scenario is enacted. The simulation exercises are emergent and coconstituted by the diverse participating, socio-material actors. The extent to which this sociomaterial assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.
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