An Introduction to Simulation Training Through the Lens of Experience and Activity Analysis

Abstract

In today's world, professionals everywhere are facing rapid and massive technical, social, economic and organizational changes. The domain of vocational education and training has been impacted, and it is now facing new challenges, with the expectation that it will promote approaches based on good/evidence-based practices and respond to growing demands for training in nontechnical/transversal/soft skills (e.g., leadership, communication, situation awareness, stress management) and the imperative of improved performances in the short term. Simulation training is a highly rated means to quickly reach very specific professional learning objectives. But often and overall, simulation training programs seem to struggle to obtain satisfying, long-lasting, and measurable outcomes. It might be assumed that the main reason for this is that, in these programs, the complex human factors of performance tend to disintegrate into skills that are "extracted" from work for organizational purposes. Yet, although human factors are much more "manageable" as skills units, it then becomes very difficult to "reunify" the skills units into a balanced professionalism.Nevertheless, dividing professionalism into skills units is an increasingly common way of sequencing what needs to be developed and trained for among professionals. The most common division currently distinguishes the technical skills that relate to a specific type of This is a post-print of the following chapter:

En torno a la simulación y a los simuladores en el campo de la formación en salud

“…Sin embargo, cuando la simulación se limita a su soporte, se reducen las posibilidades ofertadas por el dispositivo técnico o tecnológico con el riesgo de desorientar la experiencia de aprendizaje. Esta definición, adoptada por razones éticas en numerosos países, en nombre de la seguridad del paciente, sugiere que "nunca más la primera vez sobre un paciente real", lo que promueve la generalización del uso de la simulación 6 y la estandarización de esta práctica de formación. 7 Esta acepción integra un amplio abanico de tipos de simulación entre los que se encuentran aquellos realizados sobre material biológico (experimentación con animales, uso de cadáveres, paciente estandarizado, roleplaying), la simulación sintética (simuladores de pacientes de alta o baja fidelidad, simuladores de procedimientos), las modalidades de simulación electrónica (realidad virtual y realidad aumentada, entorno 3D y videojuegos) o las modalidades de simulación mixta, entre otros.…”