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

• Published in: Medical teacher Vol. 40; no. 7; pp. 713 - 720
• Main Authors: Dieckmann, P., Birkvad Rasmussen, M., Issenberg, S. B., Søreide, E., Østergaard, D., Ringsted, C.
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 03.07.2018; Taylor & Francis Ltd
• Subjects: Adult; Advanced Cardiac Life Support; Attitude of Health Personnel; Career planning; Crew Resource Management, Healthcare; Denmark; Faculty, Medical - psychology; Female; Health care; Health Knowledge, Attitudes, Practice; Humans; Innovations; Interviews; Interviews as Topic; Learning; Life sustaining treatment; Long term; Male; Manikins; Middle Aged; Norway; Professional development; Resource management; Simulation; Simulation Training; Standardized patients; Teaching; United States; Denmark; Norway; United States
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2018.1471204

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.