Research
Print page Print page
Switch language
The Capital Region of Denmark - a part of Copenhagen University Hospital
Published

Long-term experiences of being a simulation-educator: A multinational interview study

Research output: Contribution to journalJournal articleResearchpeer-review

  1. Response to: Patient-centred medical education: A proposed definition

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. AMEE Guide No. 123 - How to read studies of educational costs

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. Celebrating scholarship in healthcare simulation: Medical teacher turns 40

    Research output: Contribution to journalJournal articleResearchpeer-review

  1. Maintaining Competence in Airway Management

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. Ten years of the Helsinki Declaration on patient safety in anaesthesiology: An expert opinion on peri-operative safety aspects

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. Social ties influence teamwork when managing clinical emergencies

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. Augmented reality and mixed reality for healthcare education beyond surgery: an integrative review

    Research output: Contribution to journalReviewResearchpeer-review

  5. How to include medical students in your healthcare simulation centre workforce

    Research output: Contribution to journalJournal articleResearchpeer-review

View graph of relations

The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

Original languageEnglish
JournalMedical Teacher
Volume40
Issue number7
Pages (from-to)713-720
Number of pages8
ISSN0142-159X
DOIs
Publication statusPublished - 3 Jul 2018

ID: 56304028