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Social practices in Blended-SBME: work in progress

Research output: Contribution to conference - Without ISBN/ISSN Abstractpeer-review

Publication date2013
Number of pages2
<mark>Original language</mark>English
EventAssociation for simulated practice in healthcare (ASPiH) 2013 - , United Kingdom
Duration: 19/11/201321/11/2013


ConferenceAssociation for simulated practice in healthcare (ASPiH) 2013
Country/TerritoryUnited Kingdom


The demand for using Simulation Based Medical Education (SBME) has increased significantly in the past few years. The aim is to provide opportunities to medical students and practitioners to practice in a risk free environment and consequently “reduce the risk of complications for patients” (DH, 2011, p.5). However, “simulations are often accepted uncritically, with undue emphasis being placed on technological sophistication at the expense of theory-based design” (Kneebone, 2005, p.549).
Since legislation has mandated medical educators to provide evidence on the impact of SBME on patient safety and improvement of the services, SBME has remained as an additional training opportunity. Innovative research approaches need to be applied into the field to capture, analyse, and evaluate learning outcomes (Parchoma, et al., 2012) and integrate SBME in the core training programmes.