Conventional debriefing in simulation-based education is situated in practices that engage learners in collaborative self- and peer-assessment, and is referred to as the most important assessment practice through which to promote effective learning (Shahoumian et al. 2014). However, a movement towards using simulation for high-stakes competency-based assessment such as certification or licensure of health professions has been observed. Several social factors have been identified as essential in creating an effective simulation-based learning environment including: fostering a supportive environment, establishing trust amongst participants, and ensuring participants feel comfortable (Wickers 2010). This research is prompted by a knowledge gap with respect to the impact of changing assessment practices on social aspects of simulated learning environments.
This session will present an exploration of respiratory therapy students’ experiences in clinical simulation where the instructional design is characterized by each of the two assessment approaches used in the field: formative debriefing for learning and summative debriefing for high-stakes testing. A qualitative case study design was adopted in order to achieve deep understanding of the social aspects of learning in the simulation-based learning environment of one Canadian entry-to-practice respiratory therapy program. Data was collected through survey technique, observation of simulation sessions, and on-on-one participant interviews. Networked learning theory provided a framework for identification those emergent environmental elements of the simulation-based learning environment, which cannot be pre-designed (Carvalho & Goodyear 2014).
Attendees of this session will gain understanding of how the social nature of simulation based-learning environments are characterized by participant comfort levels, their senses of ontological security, and the degrees of immersion they experience. It will be explored how important social factors that relate to assessment design may impact learner experience and perceived performance, including: psychological stress; semantic and phenomenal fidelity; the familiarity or learners with the simulation environment, process, and expectations; and a sense of solitude in a traditionally collaborative environment. As is espoused within the field of networked learning, this session highlights the relational property that exists between the assessment elements that can be designed for and those non-designable social elements that take up potential within simulation-based learning environments.
Carvalho, L. and Goodyear, P. (2014). The architecture of productive learning networks. New York: Routledge.
Gaba, D. M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(suppl 1), i2-i10. doi:10.1136/qshc.2004.009878
Shahoumian, A., Sanders, M., Zenios, M., Parchoma, G. and Hanson, J. (2014). Blended simulation based medical education: A complex learning/training opportunity. In P. Zaphris and A. Ioannou (eds.) Learning and collaboration technologies: Technology-rich environments for learning and collaboration, Lecture notes in computer science, 8523. Switzerland: Springer International Publishing. pp. 478-485.
Wickers, M. P. (2010). Establishing the climate for a successful debriefing. Clinical Simulation in Nursing, 6(3), e83-e86. doi:http://dx.doi.org/10.1016/j.ecns.2009.06.003