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Sunday, February 26 • 2:45pm - 3:30pm
ARCHES - [Oral Presentation] 1. Intended and Emergent Learning in Interprofessional Scenario-Based Simulation

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2:45 PM - 3:00 PM

Intended and Emergent Learning in Interprofessional Scenario-Based Simulation

B.C. OBrien, M. Wamsley, J. Rivera, UCSF
Abstract Body: Introduction: Interprofessional (IP) scenario-based simulations are designed to support participants’ learning with, about, and from one another. Educators’ make decisions about scenario content, participants, and materials based on intended learning objectives. However, even highly-structured scenarios leave room for interpretation by participants, which can yield unanticipated, or emergent, learning. Examining emergent learning in scenario-based simulations may provide insights that can enhance their design. Research question(s): What learning opportunities emerge during an IP scenario-based simulation? How do they relate to the intended learning? Methods: We qualitatively analyzed 9 videos from an IP standardized patient simulation of a 70 year-old woman who recently fell, has multiple chronic conditions and a complex medication regimen. We used interaction analysis techniques to document how medical, NP, pharmacy, physical therapy, and dental students worked in teams of four to distribute and coordinate tasks and perspectives during the 15 minute pre-visit huddle portion of the simulation. Using intended and emergent learning as an analytic lens, we focused on the relationship between specific design features (e.g., instructions given to students, sequence of the scenario, and learning objectives) and students’ interactions during the scenario. Results: The pre-visit huddle gives students time to read the case, discuss roles and tasks, and decide the order in which they will each interview the patient for 12 minutes. By design, the huddle provides an opportunity for students to learn about one another’s expertise and coordinate efforts to optimize patient care. Some groups took up this learning opportunity by having each member describe their concerns and suggested approach, then trying to decide a logical order. Other groups focused more on the details of the case, trying to develop a shared understanding of content such as medications or disease processes. In these groups, participants had few opportunities to practice coordinating and negotiating tasks and roles. Several groups struggled to decide a logical order. Behaviors potentially contributing to this struggle included: no acknowledgement of overlapping roles, reluctance to take responsibility for tasks several team members could perform, and framing the circumstances as unrealistic. These behaviors created emergent learning opportunities that appeared to diverge from intended learning. Discussion: Literature on formal, informal, and hidden curricula has raised awareness of differences between stated objectives and actual practices across learning environments. Our findings add to this work by highlighting ways in which students actively construct, and thereby contribute to, learning opportunities in a simulated environment that is designed for IP learning. 

Sunday February 26, 2017 2:45pm - 3:30pm

Attendees (11)