How instructors think about technology in simulation-based training: A survey of three programs for professional education

Abstract

Simulation-based training has emerged as a key pedagogical method for shaping the integration of theory and skills in many professions. However, professional disciplines use simulations in various ways. This article presents data from a survey of Scandinavian simulation instructors from three different professional educational programs. The aim of this comparative investigation is to enhance our empirical knowledge about how instructors use and evaluate technology in simulation-based training. Our results show that while the instructors share an overall positive opinion about simulation, and are familiar with many technologies, the three fields make distinct choices about frequency and preferred modality. The differences and similarities highlighted in the findings provide a stepping stone for cross-disciplinary learning and in-depth studies on underlying pedagogical assumptions.