Understanding Interprofessional Simulation Practice

Reconceptualizing Simulations: Epistemic Objects and Epistemic Practices in Professional Education

“…Despite significant attention being directed towards examining the impacts of simulation interventions presumed to induce changes, there is a notable neglect of the underlying social situation. As a result, the practice of simulation becomes a "black box", highlighting a crucial need for a more comprehensive understanding of the learning process and the specific conditions essential for students to cultivate their professional knowledge (Rystedt et al, 2019). For example, during simulations the participants engage in a myriad of backstage activities, such as the interactions and collaborations between the facilitator and the operator (the person controlling the mannequin or other technical props).…”

Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings

“…Human factors are built on a longstanding cognitivist tradition of investigating learning as a mental endeavor, residing within the minds of individuals. Thus, learning outcomes of simulations or debriefings are often investigated through carefully designed experimental research, and hypotheses that reflect an almost deterministic view that certain technologies and educational models would have uniform effects (Rystedt et al 2019). Because much effort is devoted to studying effects of debriefing interventions, assumed to cause changes, the debriefing itself is largely dismissed.…”

“…Because much effort is devoted to studying effects of debriefing interventions, assumed to cause changes, the debriefing itself is largely dismissed. Consequently, as argued by Rystedt et al (2019), the practice of debriefing is "black boxed." The present study aimed to broaden the perspective and study professional learning as an interactional accomplishment between facilitators, students and simulator technologies in everyday debriefing practice.…”