Medical Educational Simulations: Exploring Reciprocity Between Learners’ Skills, Attitudes, and Career Intentions: A Case Study of Simulation Education Research
The purpose of this chapter is to present a case study of experiential learning in healthcare simulation through express assessment focused on measuring learners’ experiences with educational medical simulations (MedSims) with regard to three dimensions: functional skills, attitudes toward usefulness of MedSims in professional education, and career intentions. A learning-on-demand event called “Doctor for a Day Simulation Program (DOC)” attracted 510 high school students of both genders with age ranging from 14 to 18 years who were enrolled in a summer school at the National Student Leadership Conference. Learners interacted with at least four out of five types of medical simulation platforms over the period of over 4 h at the MedStar Health-affiliated Simulation and Training Environment Laboratory (SiTEL) in the metropolitan area of Washington, District of Columbia, USA. The learning experience was measured via newly developed express method based on Learning Experiences with Technology Scale (LETS) along with three domains: level of functional skills as they relate to digital technology and video gaming, attitudes toward the use of MedSims in educational training, and intentions to pursue a healthcare career. The findings demonstrate that there are no linear relationships between the individual level of functional skills and attitudes toward MedSims and that the learners with the low level of functional skills expressed positive attitudes toward MedSims in the same way as students who play video games on a daily basis and therefore have high level of skills. At the same time, positive evaluation of learning experiences with educational medical simulations was associated with expressed intentions toward healthcare career as a relevant professional choice.
SiTEL’s team thanks the National Student Leadership Conference for its support in providing access to data.
Methodological support for this project was provided through the MedStar Health Research Institute, a component of the Georgetown-Howard Universities Center for Clinical and Translational Science (GHUCCTS) and supported by Grant U54 RR026076-01 from the NCRR, a component of the National Institutes of Health (NIH). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NCRR or NIH.
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