How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

Abstract

Background Student engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data. Results The interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction. Conclusions The student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.

Student engagement in undergraduate medical education: A scoping review

“…As shown in Figure 2 (upper panel), most of the articles (94.1%, n = 48) are published in the last 8 years. The lower panel of Figure 2 shows that 47.1% ( n = 24) of the studies are conducted in the United States, 26–49 9.8% ( n = 5) in the United Kingdom, 50–54 9.8% ( n = 5) in Australia, 55–59 4% ( n = 2) in Germany, 60,61 4% ( n = 2) in the Netherlands, 62,63 2% ( n = 1) in Canada, 64 2% ( n = 1) in Norway, 65 2% ( n = 1) in Ireland, 66 5.8% ( n = 3) in China, 67–69 4% ( n = 2) in Turkey, 70,71 2% ( n = 1) in Pakistan, 72 2% ( n = 1) in Malaysia, 73 2% ( n = 1) in Korea, 74 2% ( n = 1) in India 75 and 2% ( n = 1) in Brazil 76 . The methodology in the included studies were quantitative in 66.7% ( n = 34), qualitative in 11.8% ( n = 6) and mixed methods in 21.6% ( n = 11).…”

“…The first study examined medical student engagement with a team‐based digital game in anatomy and histology and yielded three engagement dimensions: enjoyment, collaborative social interaction and challenge, improved knowledge 55 . The second study examined student engagement in a simulation‐based learning environment and demonstrated three dimensions of engagement: reflective engagement, performance engagement and interactive engagement 68 . The third study demonstrated that the 3‐D anatomical models enhanced both behavioural engagement of medical students 58 …”

“…55 The second study examined student engagement in a simulation-based learning environment and demonstrated three dimensions of engagement: reflective engagement, performance engagement and interactive engagement. 68 The third study demonstrated that the 3-D anatomical models enhanced both behavioural engagement of medical students. 58…”

“…These methods included problem-based learning, 42,45,70 team-based learning, 38,42,62,65,71 case-based teaching, 70 pair work in large classrooms, 33 reflective practice 68,76 and interprofessional education. 43,68 Another study demonstrated enhanced medical student engagement when moving from grading to pass/fail along with enhanced regular feedback. 49 An additional 17 studies examined the role of the TEL environment in facilitating the medical student engagement.…”

“…49 An additional 17 studies examined the role of the TEL environment in facilitating the medical student engagement. The use of technology in these studies includes simulation-based learning, 29,44,56,68 microblogs, 47 social media, 46,52,75 adaptive tutorials, 59 videoconference sessions, 31,41 digital games, 55 three-dimensional printed models, 58 virtual reality using 360 videos, 32,57,66 learning dashboards 60 and audience response systems. 51 Furthermore, there are five studies that examined the factors which facilitate students' state of connection with the school community (school engagement).…”