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Blended simulation based medical education: a complex learning/training opportunity

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Published

Publication date2014
Host publicationLearning and collaboration technologies: technology-rich environments for learning and collaboration
PublisherSpringer
Pages478-485
Number of pages8
ISBN (Print)9783319074849
Original languageEnglish

Conference

ConferenceFirst International Conference, LCT 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014, Proceedings, Part II
CountryGreece
Period22/06/1427/06/14

Publication series

NameLecture notes in Computer Science
Volume8524
ISSN (Print)0302-9743

Conference

ConferenceFirst International Conference, LCT 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014, Proceedings, Part II
CountryGreece
Period22/06/1427/06/14

Abstract

Simulation Based Medical Education (SBME) as an innovative approach in Medical and Professionals Allied to Medicine (PAM) education has received international attention in the past few years to support improvement of patient safety and providing better health care services within hospitals. Blended SBME (B-SBME) is a new instructional model recently introduced into the field, which blends on-line briefing sessions followed by a simulation session, and concluded with immediate face-to-face debriefing sessions. In this paper we discuss the complexity of learning in B-SBME and how individualistic learning theories do not support understanding of all these processes. A shift in theoretical lens to socio-cultural theories may develop our understanding of how we depict and theorise the learning that goes on in B-SBME and whether B-SBME can act as a “boundary crossing tool” and support expanding of learning into clinical setting.