The unexpected and the non-fitting – considering the edges of simulation as social practice

Dieckmann, Peter

doi:10.1186/s41077-020-0120-y

Cited by 6 publications

(2 citation statements)

References 25 publications

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“…The same term can be fulfilled in different ways in the respective cultures (consider, for example, different ways of paying respect between human beings) [ 29 ]. Simulation reflects aspects of the social practice of the countries in which it takes place [ 23 , 30 – 32 ]. This implies that each written standard would need to be localised to the context in which it is applied.…”

Section: Discussionmentioning

confidence: 99%

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

et al. 2023

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Background Simulation-based learning (SBL), used for achieving various learning goals, is spreading around the world. However, it is still open, to what extend SBL needs to be adapted to local cultures. This study aimed to explore how various stakeholder groups perceive what constitutes a competent simulation facilitator across three different countries. Methods We conducted an interview study with learners, facilitators, and facilitator trainers. Semi-structured interviews with 75 participants underwent content analysis. Participants were recruited from Denmark, Korea, and Australia. Interviews focused on characteristics of simulation faculty, as well as educational behaviours. Interviews were audio-recorded, translated to English, transcribed, and content analysed by inductively developing codes using the Nvivo software. In the first coding round, each interview was treated separately. In the analysis round, the individual codes between countries and stakeholder groups were compared to identify similarities and differences. Results Our study shows high demands for the simulation facilitator role. A competent simulation facilitator should possess the following characteristics: (1) subject matter expertise, (2) personal approach and traits, (3) self-awareness and reflection, and (4) communication skills. Educational behaviours comprised (1) supporting a safe learning environment, 2) working goal-oriented with the course, (3) engaging before the course with preparation, (4) leading scenarios, and (5) facilitating debriefings. Comparative analysis showed similar wishes towards simulation facilitators from the different stakeholders in different countries, though the same terms might mean different details in the various settings. Conclusions These findings offer guidance for learning needs analysis and the establishment of faculty development programmes. The study also shows that the personal characteristics are an important aspect of the facilitator role above and beyond displaying educational behaviours.

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Section: Discussionmentioning

confidence: 99%

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

et al. 2023

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“…This valley of despair consists of a period in the gameplay, in which participants feel unhappy and frustrated about their results in the game, since the behavior they performed was not sufficient to meet their goals. The valley of despair and related emotions can potentially make people feel frustrated and even angry toward the facilitator and/or each other (Carrera et al, 2016;Dieckmann, 2020;Jones, 1998b;Kato, 2010;Kriz, 2010;Rudolph et al, 2014). There are several ways a facilitator can choose to deal with this each depending on the specifics of the situation.…”

Section: The Valley Of Despair As a Challenge For Ethical Facilitationmentioning

confidence: 99%

Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Heeswijk

2021

Simulation & Gaming

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Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ behaviors by including belief systems. Intervention: A multidisciplinary integrative view of ethical facilitation from a reflective perspective has been used in this article. Method: Literature, interviews and case descriptions were employed to examine what might constitute ethical facilitation. Results: A three layered framework of perspectives on ethical facilitation is proposed and two case study examples are used to describe its application. Further research is being conducted on facilitator tools for dealing with ethical issues. Conclusions: While ethical facilitation is undoubtedly complex, tangible perspectives with scientific foundations can be established and applied on the continuum of open and closed simulation games.

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Facilitation Interventions to Increase Learning Effectiveness in Game Simulations. A Generic Approach of Facilitation Applicable to a Broad Variety of Simulation Games

de Wijse-van Heeswijk

2023

Springer Texts in Education

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The unexpected and the non-fitting – considering the edges of simulation as social practice

Cited by 6 publications

References 25 publications

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Facilitation Interventions to Increase Learning Effectiveness in Game Simulations. A Generic Approach of Facilitation Applicable to a Broad Variety of Simulation Games

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