• Tuulikki Keskitalo, Heli Ruokamo, and David Gaba.
• University of Lapland , Finland.
• Med Teach. 2014 Mar 1; 36 (3): 230-9.

BackgroundThis research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes.AimsThis study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses.MethodsThe courses were implemented in the spring of 2010. The data were collected from facilitators (n = 9) and students (n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators' and students' perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students?ResultsIt seems that simulation-based learning is, at its foundation, meaningful since it inherently supports the many characteristics of meaningful learning. However, characteristics also exist that simulation-based learning does not inherently support. In this study, the goal-oriented, self-directed, and individual training characteristics were only somewhat supported during the facilitation and training in SBLEs.ConclusionsIn running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported.

20 keywords...

hide…