Simulation-Based Research: A Scoping Review

Vemuri, Sidharth; Hynson, Jenny; Gillam, Lynn; Williams, Katrina

doi:10.1177/1049732320946893

Cited by 13 publications

(24 citation statements)

References 78 publications

(63 reference statements)

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“…To improve our understanding of the regulation of learning during collaboration, we can draw on simulation‐based research, in particular, 69 as this more easily allows incorporation of technology. Simulation‐based research settings seem therefore eminently suitable for helping scholars analyse and disentangle complex phenomena that are difficult to uncover, 70 such as regulatory learning processes.…”

Section: A Way Forwardmentioning

confidence: 99%

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

et al. 2021

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The necessity for healthcare professionals to regulate their learning is widely acknowledged due to positive associations with highquality healthcare and lifelong learning. 1,2 For example, safeguarding high standards in healthcare requires physicians to monitor relevant developments in continuously and rapidly changing healthcare practices and to align appropriate learning opportunities with personal learning needs and learning goals. 3 Hence, physicians have to engage in self-regulated learning (SRL) to develop and maintain competence. 4 Generally, self-regulated learners are considered to be "meta-cognitively, motivationally, and behaviourally active participants in their own learning". 5 In pursuit of and committed to their goals, they design and implement strategies aligned with these goals, monitor progression towards these goals, followed by reflection and -when applicable -formulation of new learning goals. 6,7 Because of its relevance for education and practice, and as SRL skills can be learnt and therefore taught, health professions curricula build in elements to support and facilitate the development of students' SRL. [8][9][10] For example, many curricula implement portfolio systems that stimulate or require students to reflect on progress and formulate personal learning plans, 11 or include problem-based learning principles to stimulate students' self-directedness. 12,13

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Section: A Way Forwardmentioning

confidence: 99%

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

et al. 2021

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“…In line with this objective, the quality of the studies selected in the review was not appraised (Kourgiantakis et al 2020;Burga & Rezania 2015). The available articles were subsequently reviewed and manually scanned, with the help of two research assistants, to ensure that duplicated studies were removed (Vemuri et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Conceptualising impact measurements of entrepreneurship education outcomes: A scoping review

Mensah-Williams

Derera

2023

Acta Commercii

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Orientation: Research has highlighted the significant role of entrepreneurship education and training (EET) in transforming individual lives, communities and nations.Research purpose: The purpose of the study was to explore the impact measurements of entrepreneurship education outcomes by exploring its indicators and methodological approaches and its associated challenges.Motivation for the study: The impact measurement of entrepreneurship education is an under-researched area of study. This study intends to close this gap.Research design, approach and method: A scoping review was conducted on 80 articles and dissertations using the Arksey and O’Malley framework to explore the extent, range and nature of literature on the impact measurements of entrepreneurship education.Main findings: The study found three leading impact measurement indicators of entrepreneurship education – the subjective, objective and institutional-framework. The most commonly utilised methods of measuring the impact of entrepreneurship education are the pre and post-test or post-test, longitudinal and experimental designs. The findings also reveal that the primary challenge of impact measurement studies is self-selection of individuals who participate in EET programmes because of their desire to pursue entrepreneurial activities.Practical/managerial implications: The impact measurement indicators of entrepreneurship education should be tailored to a specific audience and stakeholders’ perspectives and also assess the participant’s development, society and the national economy. The article, situated on the premise of the constructivists’ recommendation that learners are not tabula rasas; the measurement of the impact of entrepreneurship education should instead focus on ex-post results and not pre-post results.Contribution/value-add: The study could assist entrepreneurship education curriculum evaluators to understand the various indicators and methods of measuring the impact of entrepreneurship education.

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“…As identified in a recent review [ 45 ], the greatest challenge in simulation-based qualitative research is the uncertain generalizability of simulations to reality. However, the triangulation of data, as shown here, can improve the reliability of qualitative findings, and a research design is the most effective when it involves experience-based experts, that is, people with lived experiences of the phenomena being explored, as was the case for our population [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Behavioral Patterns in Breaking Bad News Communication: An Ethnographic Study with Hematologists

Artioli

Ghirotto

Alquati

et al. 2022

IJERPH

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Hematologists adequately disclosing bad news is a critical point precluding patient-centered communication. Specific courses on communication for hematologists seem to be rare, as well as research exploring their communicative skills and patterns. We aim at describing the hematologists’ behavior during difficult conversations to account for behavioral patterns in communication and provide new insights regarding teaching skills to communicate bad news. We employed a focused visual ethnography to answer the following research: “what are hematologists’ behavioral patterns in communicating bad news to patients and families?” The collected data included (1) video recordings, (2) observational field notes, (3) interviews with hematologists. The analysis highlighted four patterns: (1) a technical-defensive pattern, (2) an authoritative pattern, (3) a relational-recursive pattern, and (4) a compassionate sharing pattern. Hematologists seem to have difficulty expressing compassionate caring and empathetic comprehension. Communication skills remain a challenge for hematologists. The study of behavioral patterns can lead to increasingly targeted training interventions for this specific learner population.

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Simulation-Based Research: A Scoping Review

Cited by 13 publications

References 78 publications

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared regulation of learning

Conceptualising impact measurements of entrepreneurship education outcomes: A scoping review

Behavioral Patterns in Breaking Bad News Communication: An Ethnographic Study with Hematologists

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