Abstract
BackgroundStudent engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment.MethodsWe conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data.ResultsThe interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction.ConclusionsThe student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.
Highlights
Student engagement can predict successful learning outcomes and academic development
The characteristics of student engagement in the simulation-based learning environment were summarised into three types: reflective engagement, performance engagement and interactive engagement
Compared with the dimensions of traditional learning engagement models, it fully considers performance engagement, which is a combination of thinking and physical engagement in a simulation-based learning environment, and the engagement generated by interpersonal interactions; these additions are innovative and show the characteristics of learning in a simulationbased teaching environment
Summary
Student engagement can predict successful learning outcomes and academic development. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. College student engagement usually refers to the time and effort that college students invest in participating in activities with an educational purpose [5]. Behavioural engagement emphasizes participation, which refers to students’ participation in academic, social and extracurricular activities; Cognitive engagement emphasizes investment, which refers to students’ willingness to invest effort to understand complex issues and master complex skills; emotional engagement refers to the positive or negative reactions of students to facilitators, peers, school, etc., and their emotional reactions in the classroom [6]. The “four-dimensional theory” includes academic, social, cognitive and affective engagement. Academic engagement includes behaviours related to direct participation in the learning process. The main difference between the two theories is that the latter divides behavioural engagement into academic engagement and social engagement
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