Learning Through Guided Participation During Simulation Practice: How Faculty Build Bridges to More Advanced Understandings

• In Event: Hilton Roundtable Session 1
  In Roundtable Session: The Use of Technology and Simulation in Professions Education to Improve Instruction and Increase Learning

Abstract

The purpose of this exploratory case-study was to examine how faculty support learning during practice of the Enhanced Focused Assessment with Sonography in Trauma in skills- and scenario-based simulations. Employing a comparative case study design and drawing on Barbara Rogoff’s theory of guided participation, we analyzed video clips depicting the joint practice of faculty and students. We coded the kinds of support faculty provided and how they structured their support. Faculty supported students using verbal and physical forms of guidance when students struggled and when they didn't. Faculty structured guidance to help focus students practice, bridged their practice efforts allowing them to achieve more than they could independently, and afforded access to more mature practice behaviors and knowledge structures.

Authors

• Alexis Battista, Uniformed Services University

• Divya Ramani, Uniformed Services University of the Health Sciences

• Abigail W Konopasky, The Uniformed Services University of the Health Sciences