Long-term experiences of being a simulation-educator: A multinational interview study

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Long-term experiences of being a simulation-educator : A multinational interview study. / Dieckmann, P.; Birkvad Rasmussen, M.; Issenberg, S. B.; Søreide, E.; Østergaard, D.; Ringsted, C.

In: Medical Teacher, Vol. 40, No. 7, 2018, p. 713-720.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Dieckmann, P, Birkvad Rasmussen, M, Issenberg, SB, Søreide, E, Østergaard, D & Ringsted, C 2018, 'Long-term experiences of being a simulation-educator: A multinational interview study', Medical Teacher, vol. 40, no. 7, pp. 713-720. https://doi.org/10.1080/0142159X.2018.1471204

APA

Dieckmann, P., Birkvad Rasmussen, M., Issenberg, S. B., Søreide, E., Østergaard, D., & Ringsted, C. (2018). Long-term experiences of being a simulation-educator: A multinational interview study. Medical Teacher, 40(7), 713-720. https://doi.org/10.1080/0142159X.2018.1471204

Vancouver

Dieckmann P, Birkvad Rasmussen M, Issenberg SB, Søreide E, Østergaard D, Ringsted C. Long-term experiences of being a simulation-educator: A multinational interview study. Medical Teacher. 2018;40(7):713-720. https://doi.org/10.1080/0142159X.2018.1471204

Author

Dieckmann, P. ; Birkvad Rasmussen, M. ; Issenberg, S. B. ; Søreide, E. ; Østergaard, D. ; Ringsted, C. / Long-term experiences of being a simulation-educator : A multinational interview study. In: Medical Teacher. 2018 ; Vol. 40, No. 7. pp. 713-720.

Bibtex

@article{b15658fa197e4d64b60fc55e3479846a,
title = "Long-term experiences of being a simulation-educator: A multinational interview study",
abstract = "The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.",
author = "P. Dieckmann and {Birkvad Rasmussen}, M. and Issenberg, {S. B.} and E. S{\o}reide and D. {\O}stergaard and C. Ringsted",
year = "2018",
doi = "10.1080/0142159X.2018.1471204",
language = "English",
volume = "40",
pages = "713--720",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Taylor & Francis",
number = "7",

}

RIS

TY - JOUR

T1 - Long-term experiences of being a simulation-educator

T2 - A multinational interview study

AU - Dieckmann, P.

AU - Birkvad Rasmussen, M.

AU - Issenberg, S. B.

AU - Søreide, E.

AU - Østergaard, D.

AU - Ringsted, C.

PY - 2018

Y1 - 2018

N2 - The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

AB - The long-term reactions, experiences and reflections of simulation educators have not been explored. In a semistructured, exploratory interview study, the experiences of simulation educators in either Advanced Life Support (ALS) or Crisis Resource Management (CRM) courses in Denmark, Norway and the USA were analyzed. Three overarching themes were identified: (1) general reflections on simulation-based teaching, (2) transfer of knowledge and skills from the simulation setting to clinical settings and (3) more overarching transformations in simulation educators, simulation participants, and the healthcare system. Where ALS was deemed as high on the efficiency dimension of learning, CRM courses were described as high on the innovation dimension. General reflections, transfer and transformations described were related to differences in course principles. The results are relevant for career planning, faculty development and understanding simulation as social practice.

U2 - 10.1080/0142159X.2018.1471204

DO - 10.1080/0142159X.2018.1471204

M3 - Journal article

C2 - 29793384

AN - SCOPUS:85047410201

VL - 40

SP - 713

EP - 720

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 7

ER -

ID: 215363285