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- Sellberg, Charlott, 1974, et al.
(författare)
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Training skills and assessing performance in simulator-based learning environments
- 2017
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Ingår i: 18th Annual General Assembly of the International Association of Maritime Universities - Global Perspectives in MET: Towards Sustainable, Green and Integrated Maritime Transport, IAMU 2017. ; 1, s. 8-18
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Konferensbidrag (refereegranskat)abstract
- This article reports the results from a research project on the use of simulator technologies in the training and assessment of professional performance in maritime training. The research draws on ethnographic fieldwork and analyses of video-recorded data to examine how maritime instructors make use of simulator technologies during instruction. Our results reveal an instructional practice where the need to account for general principles of good seamanship and international regulations is at the core of the basic maritime training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction, since their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we are stressing the importance of both inscenario instruction and post-simulation debriefing in order for the instructor to bridge theory and practice in ways that develop the students' professional competences. Moreover, our results highlight how simulator technologies enable unique ways of displaying and assessing such competences by enabling instructors to continuously monitor, assess and provide feedback to the students throughout training sessions. Our results imply that training models advocating isolating and targeting technical and non-technical skills during training conflict with training for rule-governed maritime operations where such skills are intricately entwined. Furthermore, our results show that debriefing models that recommend a linear chronological order of discrete phases could be misleading. Although this structure might provide an overall resource, processes of connecting principles and rules to a multitude of specific circumstances in the training scenarios are at play throughout the debriefings.
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| 2. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Authenticity, role-play and simulation: In-scenario corrections in maritime training
- 2019
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Ingår i: The 18th Biennial EARLI Conference SIG 14, Aachen, Germany, 12-16 August, 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Drawing on an interaction analysis of video recorded data from a maritime navigation course, this presentation aims to explore potential dilemmas between sustaining authenticity through role-play in simulations and the needs for in-scenario corrections. Two episodes from the empirical data is presented, suggesting that the instructors’ corrections during role-play might not be heard as corrections by the students. Moreover, the presentation show how the instructors’ practice of leaving the role-play in order to clarify corrections shifts the focus of the activity: from the professional realm to the educational context. Our conclusion is that these movements are important for simulation training to fulfil its pedagogical potential.
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| 4. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Learning to navigate: the centrality of instructions and assessments for developing students' professional competencies in simulator-based training
- 2018
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Ingår i: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 17:2, s. 249-265
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Tidskriftsartikel (refereegranskat)abstract
- Despite the promises of simulations to contribute to learning in safe-critical domains, research suggests that simulators are poorly implemented in maritime education and training systems. From the current state of research, it is far from evident how instruction in simulator-based should be designed and how skills trained in bridge simulators should be assessed and connected to professional practice. On this background, this article aims to investigate the role of instructions and assessments for developing students' professional competencies in simulation-based learning environments. The research draws on ethnographic fieldwork and detailed analyses of video-recorded data to examine how maritime instructors make use of simulator technologies in a navigation course. Our results reveal an instructional practice in which the need to account for general principles of good seamanship and anti-collision regulations is at the core of basic navigation training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we stress the importance of instructional support throughout training (from briefing thorough scenario to debriefing) in order for the instructor to bridge theory and practice in ways that develop students' competencies. Our results highlight, in detail, how simulator technologies enable displaying and assessing such competencies by supporting instructors to continuously monitor, assess, and provide feedback to the students during training sessions. Moreover, our results show how simulator-based training is related to the work conditions on board a seagoing vessel through the instructor's systematic accomplishments. Finally, our results highlight the close relationship between technical and non-technical skills in navigation, and how these are intertwined in training for everyday maritime operations.
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| 6. |
- Sellberg, Charlott, 1974, et al.
(författare)
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The demonstration of reflection-in-action in maritime training
- 2021
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 22:3, s. 319-330
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Tidskriftsartikel (refereegranskat)abstract
- The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student self- reflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-in- action: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students’ performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students’ attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön’s ‘Educating the Reflective Practitioner’ and b) outlining some implications for educational practice.
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| 7. |
- Escher, Cecilia, et al.
(författare)
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Method matters: impact of in-scenario instruction on simulation-based teamwork training
- 2017
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Ingår i: Advances in Simulation. - : Springer Science and Business Media LLC. - 2059-0628 .- 2364-3277. ; 2:25
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Tidskriftsartikel (refereegranskat)abstract
- Background: The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out. Method: A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators and the physical environment. After that the entire material was revisited to further examine and elaborate the initial findings. Results: The material displayed four distinct methods for facilitators to convey information to participants in simulation based teamwork training. The choice of method had impact on the participating teams regarding flow of work, tempo and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities and learner engagement in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication when information was not well timed. Conclusions: In-scenario instruction is an essential component of simulation based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate tempo is necessary for professionals to engage in training of acute situations, novices may gain from a slower tempo to train complex clinical team tasks systematically.
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