Simulation-based training has become an integral and desirable format for educating and improving performance of healthcare professionals. Physicians’ training-in-residency programs provide a unique transition from formative education to autonomous medical practice. Perspectives and descriptions of experienced learners’ experiences in simulation-based learning were scarce in the literature; likewise, studies describing experienced learners’ motivations in simulation-based learning were limited. The purpose of this study was to understand the experiences of senior internal medicine residents in simulation-based learning and to explore how they described their motivation in those experiences. Experiential learning and self-determination theories were the framework for understanding participants’ experiences of simulation-based learning in graduate medical education. The research question for this study was How do senior residents in internal medicine residency programs describe their experience with simulation-based learning? The methodology for this study was qualitative with a basic qualitative research design. Eleven participants were audio-recorded during one-on-one interviews; transcripts were verified by member checks and analyzed by the researcher. Data analysis consisted of descriptive and axial coding. Atlas.ti and hand-coding were used to organize the codes into categories and then themes. Three themes resulted from the data analysis: simulation-based learning is beneficial, barriers impact further learning in simulation-based learning, and motivation varies in simulation-based learning. Findings from the study indicated that participants regarded simulation-based training as a positive experience and that their motivation increased as a result of participating in simulation-based training. Repetition and debriefing were among the most beneficial activities associated with simulation-based training. Participants also identified the opportunity to self-assess and develop nontechnical skills as particular strengths in their experiences. Participants identified barriers of applicability or relatedness of the content in training and difficulty in balancing program and clinical requirements. Participants explained that simulation-based training supported and reinforced their motivation. As experienced learners, participants described simulation-based training as a component of self-determination theory that consistently resonated with participants. Findings of this study implied the potential for investigations with more diverse samples and research sites and consideration of the sex of participants and the country in which they completed their medical training.
|Commitee:||Sabet, Behrooz, Kieffer, Joy|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Subjects:||Medicine, Higher education|
|Keywords:||Experiential learning, Graduate medical education, Medical education, Self-determination, Simulation-based learning|
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