Computer Simulation Training in Health Care Education: Fuelling Reflection-in-Action?. (December 2014)

• Record Type: Journal Article
• Authors: Söderström, Tor; Häll, Lars; Nilsson, Tore; Ahlqvist, Jan
• Is Part Of: Simulation & gaming. Volume 45:Number 6(2014:Dec.)
• Page Start: 805
• Page End: 828
• Publication Date: 2014-12
• Subjects: cervical spine simulator -- collaborative learning -- computer simulation training -- experiential learning -- health care education -- higher education -- intra-oral knowing-in-action -- peer-group adjustment -- prior knowledge -- radiography simulation -- reflection-in-action -- reflection-on-action -- reflective learning -- three-dimensional visualization -- virtual microscopy; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878115574027
• Languages: English
• ISSNs: 1046-8781

Abstract

Background: Drawing on Donald Schön's concepts, this article investigates the links betweencomputer simulation training and the concepts ofreflection-on-action andreflection-in-action while participating in dental and nursing training Aim: This article explores howcollaborative simulation training and collaborativeconventional training affect students'reflection processes when learning to interpret radiographic images. Method: This qualitative study uses interviews from 11 nursing and 18 dental students tocompare theexperiences ofconventional training (CON-dental students) with intra-oral radiographysimulation (SIM-dental students) and cervical spine simulation training (nursing students). Results: The analysis showed that the simulation and conventional training influencedreflective thought processes indifferent ways . The SIM students concentrated on thevisual information before and after they made their choices, whereas the CON students, in the absence of three-dimensional characters and reference points, focused ondiscussions and mutualagreements within the group to achieve a solution. The visual feedback and opportunities for manipulation provided by the simulation training encouraged the SIM-students toexamine their assumptions and actions (toreflect-in-action ) while solving the task.Prior knowledge served as a theoretical and methodological scheme guiding the learners' actions and directed their reflection on their existing anatomical knowledge. Conclusions: SIM and CON training providedifferent conditions for students' reflective thought processes, and these differencesinfluence how well the groupslearn radiological principles.