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Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study
  1. Jette Led Sørensen1,
  2. Laura Emdal Navne2,
  3. Helle Max Martin2,
  4. Bent Ottesen1,
  5. Charlotte Krebs Albrecthsen3,
  6. Berit Woetmann Pedersen4,
  7. Hanne Kjærgaard5,
  8. Cees van der Vleuten6
  1. 1Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
  2. 2Danish Institute for Local and Regional Government Research (KORA), Copenhagen, Denmark
  3. 3Department of Anaesthesiology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
  4. 4Department of Obstetrics, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
  5. 5The Research Unit Women's and Children's Health, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
  6. 6Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
  1. Correspondence to Jette Led Sørensen; jette.led.soerensen{at}regionh.dk

Abstract

Objective To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals.

Design Qualitative study using focus groups and content analysis.

Participants Twenty-five healthcare professionals (obstetricians, midwives, auxiliary nurses, anaesthesiologists, a nurse anaesthetist and operating theatre nurse) participated in four focus groups and were recruited due to their exposure to either ISS or OSS in multidisciplinary obstetric emergencies in a randomised trial.

Setting Departments of obstetrics and anaesthesia, Rigshospitalet, Copenhagen, Denmark.

Results Initially participants preferred ISS, but this changed after the training when the simulation site became of less importance. There was a strong preference for simulation in authentic roles. These perceptions were independent of the ISS or OSS setting. Several positive and negative factors in simulation were identified, but these had no relation to the simulation setting. Participants from ISS and OSS generated a better understanding of and collaboration with the various health professionals. They also provided individual and team reflections on learning. ISS participants described more experiences that would involve organisational changes than the OSS participants did.

Conclusions Many psychological and sociological aspects related to the authenticity of the learning experience are important in simulation, but the physical setting of the simulation as an ISS and OSS is the least important. Based on these focus groups OSS can be used provided that all other authenticity elements are taken into consideration and respected. The only difference was that ISS had an organisational impact and ISS participants talked more about issues that would involve practical organisational changes. ISS and OSS participants did, however, go through similar individual and team learning experiences.

  • MEDICAL EDUCATION & TRAINING
  • QUALITATIVE RESEARCH
  • OBSTETRICS
  • in situ simulation
  • interprofessional

This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/

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