| 1. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Video as a Tool for Researching Simulation Practices
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 - 9783030195410 ; , s. 31-55
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Bokkapitel (refereegranskat)abstract
- This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.
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| 2. |
- Eikeland Husebø, Sissel, et al.
(författare)
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Reflecting on Interprofessional Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
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Bokkapitel (refereegranskat)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
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| 3. |
- 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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| 4. |
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Interprofessional Simulation in Health Care
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.
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| 5. |
- Moller, H., et al.
(författare)
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Technology-Enhanced Learning of Human Trauma Biomechanics in an Interprofessional Student Context
- 2022
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Ingår i: Teaching and Learning in Medicine. - : Informa UK Limited. - 1040-1334 .- 1532-8015. ; 34:2, s. 135-144
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Tidskriftsartikel (refereegranskat)abstract
- Phenomenon This study aimed to investigate how students can develop their understanding of trauma biomechanics by means of technology-enhanced learning-an interactive visualization tool developed to enhance understanding of the biomechanics underlying an injury via dynamic imaging sequences. Approach: Students were invited to explore the content as a learning resource during an interprofessional clinical placement on an orthopedic ward. Thirty volunteer medical, nursing, and physiotherapy/occupational therapy students participated in 10 interprofessional groups of three participants. They were video recorded while interacting with learning software that was divided into five sections: Work Up, General Information, Biomechanical Case Study, Biomechanical Risk Assessment, and Treatment. Investigators probed students' learning experiences via four focus group discussions. A sociomaterial perspective was adopted, directing the analytical focus to how students' made use of talk, gestures, bodies, and material objects to understand the visualized phenomena. Findings: When connecting the visualization to a patient case, certain features of the technology stood out as important for promoting engagement and understanding trauma mechanisms. Decreased tempo, showing the directions and dynamics of trauma biomechanics in slow-motion, and color coding of the strain on the affected structures were especially important for evoking the emotional responses. The visualization tool also supported students' explorations of causal relationships between external forces and their biomedical effects. These features emphasize the sociomaterial relation between the design of the technology and the student activities. Insights: Dynamic visualization of biomechanical events has the potential to improve the understanding of injury mechanisms and specifically to identify anatomical structures at high risk of injury. Dynamic visualizations for educational purposes seem to promote possibilities for learners to contextualize visual representations relative to one's own body. Educational methods and practice need explicit attention and development in order to use the full potential of the visualization technology for learning for the health care professions.
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| 6. |
- Rystedt, Hans, 1951, et al.
(författare)
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Advancing Simulation Pedagogy and Research
- 2019
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Ingår i: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction. - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195410 ; , s. 197-211
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Bokkapitel (refereegranskat)abstract
- The final chapter of the book reflects on the challenges and benefits of interprofessional research collaboration, sharing data, and the application of different theoretical lenses when focusing on different aspects of practices, located in different national and international contexts. The chapter also outlines some challenges for the development of future simulation pedagogy, based on the findings of the collated research, and discusses areas in need for further research and development.
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| 7. |
- Rystedt, Hans, 1951, et al.
(författare)
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Understanding Interprofessional Simulation Practice
- 2019
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Ingår i: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 9783030195410 ; , s. 9-31
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Bokkapitel (refereegranskat)abstract
- The research on simulation practice has been suggested as too evaluative and protocol-driven, neglecting theoretical groundwork. There is a need for more theorised, process-oriented analyses of simulation practice to meet this gap in current research. This chapter outlines the theoretical frameworks that situate research on interprofessional simulation practices in different but related practice-oriented views, that has been applied in empirical research across the collaborating teams. Further, the chapter provides an overview of the discourse and critical issues for interprofessional learning/collaboration, with a particular view to the potential of practice-oriented theories to contribute to simulation as a pedagogical practice for learning interprofessional collaboration.
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