Abstract
The use of simulators has become a common teaching strategy in medical education. It is seen as offering opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress. While there is a large body of quantitative effect studies supporting the use of technology-enhanced simulations in medical training [3], there is a lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals. This qualitative study aims to investigate simulation-based medical training situations, focusing on performance, material arrangements and production of forms of knowing/learning.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 18 Oct 2013 |
| Event | BSAS7 - Center for Advanced Medical Simulation and Training at Karolinska Institutet, Stockholm, Sweden Duration: 18 Oct 2013 → 18 Oct 2013 |
Conference
| Conference | BSAS7 |
|---|---|
| Country | Sweden |
| City | Stockholm |
| Period | 18/10/13 → 18/10/13 |
Keywords
- nursing
- interdisciplinary research
- actor network theory
- ethnographic method
- social sciences
- educational technology
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Ahn, S., Rimpilainen, S., Fenwick, T., & Dahlgren, M. A. (2013). Learning in technology-enhanced medical simulation: locations and knowings. Poster session presented at BSAS7, Stockholm, Sweden.