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University of Gothenburg
simuleringssituation vård

Conference themes

Today the advantages of simulations for developing the skills necessary for effective professional work and promoting safety are broadly acknowledged. However, there is less consensus on the significance of authenticity and reflection as drivers for successful outcomes.

Whilst much effort is devoted to study the effects of the simulation intervention, that is assumed to cause changes, the situation itself is largely dismissed. Consequently, the practice of simulation is “black boxed” which implies a need for more in-depth knowledge on the process of learning and the conditions necessary for students to develop their professional knowledge.

The aim of the conference is to “open the black box” of practice

The aim of the conference is to “open the black box” of practice and direct the analytical focus to what actually takes place when people are training together and reflect on simulations.

Embodiment in simulation

The notion of embodiment could take different, but complementary, meanings in simulations for the professions.

  1. First, the notion could bring attention to the embodied character of professional knowledge involved in proficient performance and teamwork.
  2. Secondly, the notion points to how the characteristics of humans are represented in the process of designing simulators.
  3. Thirdly, it refers to how simulators are used in interprofessional training and how simulators could convey multiple understandings of the body. This in turn, points to how the meaning of simulators and simulations alike is intrinsically bound up with how interactions between learners unfold in relation to the local contingencies and the material environment.

Reflection on simulation

The possibility for reflection has been identified to be the most important condition for learners to benefit from simulations. Further, the notion of reflection and how it is intertwined with learning has been a central topic for theorisation of learning for decades. It has also been picked up as a central concept to understand learning processes in post-simulation briefings. Although there is a vast range of models suggested for debriefings to be effective, their practical consequences for reflection and learning is poorly researched and understood. The keynote by Husebø, and the paper presentations that follow, all try to dig deeper in the notion of reflection and what actually takes place in debriefings by close examinations of the participants’ interaction with each other and the technological environment.