This chapter provides a brief overview of how the combination of simulation‐based education (SBE) and video‐reflexivity can be successfully used to optimize learning opportunities for healthcare students. It presents the context, methods and impact on students' learning and changes to the curriculum and simulated learning environment (SLE) facilities. Potential opportunities afforded when combining SBE and video‐reflexivity are highlighted from findings of a sequential explanatory mixed‐methods doctoral study, in which undergraduate physiotherapists took part in the assessment of a deteriorating respiratory patient. Pragmatic measures are suitable for technical and non‐technical skills, but the emergence of new holistic evaluation methods, which draw on both qualitative and quantitative approaches, may have a place in helping to establish the extent to which transformations in learning and/or patient care are realized, or not, by the learner. Such approaches offer greater enlightenment on the links between educational interventions and outcomes.
|Title of host publication||Healthcare Simulation Education: Evidence, Theory and Practice|
|Editors||Debra Nestel, Michelle Kelly, Brian Jolly, Marcus Watson|
|Publisher||John Wiley & Sons|
|Number of pages||7|
|ISBN (Print)||978-1119061595 , 1119061598|
|Publication status||Published - 7 May 2017|
Gough, S. (2017). Optimizing learning in simulation-based education using video-reflexivity: Evidence, Theory and Practice. In D. Nestel, M. Kelly, B. Jolly, & M. Watson (Eds.), Healthcare Simulation Education: Evidence, Theory and Practice (1 ed., pp. 285-291). John Wiley & Sons. https://doi.org/10.1002/9781119061656.ch23