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Technology is flooding the healthcare sector, making it essential to advance pedagogy in conjunction with technology. The aim of this study was to inquiry about participants` learning experience with IVR application and to co-design a pedagogical model for using IVR in healthcare education. The study employed a design-based approach utilizing several data gathering and analysis methods. After each learning experience, data were gathered through an online questionnaire utilizing the standardized simulation design scale. After the experiment, participants co-designed a pedagogical framework based on their learning experience. Data were analyzed using qualitative methods and descriptive statistics (M, MD). Altogether, the study involved 47 informants. Based on the data analysis, the participants were generally satisfied with IVR and believed it offered enhanced possibilities for training, although there were doubts about whether it actually helped them learn. Participants valued the support provided by the facilitators, whereas statements concerning the fidelity of the scenarios scored lowest. The pedagogical framework was developed based on the data. The study’s results can be utilized when designing immersive learning experiences for healthcare students and professionals. [ABSTRACT FROM AUTHOR]

Medical education can be emotionally charged for many reasons, while simulation-based activities in particular are designed to generate emotional reactions. However, few studies have concentrated on the relationship between learning and emotions in this field, despite widespread interest in the topic in other areas. The aim of this research was to study the emotional experiences of participants before and after simulation-based teaching and learning activities. Data were collected from 238 participants using pre- and post-questionnaires and analysed using descriptive statistics, a paired samples t test, factor analysis, Cronbach's alpha, a linear regression analysis and k-means cluster analysis. Participants were clustered into engaged, neutral and anxious learners based on their emotional profiles. The results showed that simulation-based learning invoked mainly positive emotions, whereas negative emotions decreased to a slight degree during an educational course. This study also revealed variables that may explain emotional variations. The article provides practical implications of the findings for simulation-based medical education and higher education in general.

Background: Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim: This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design: This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and analysed thematically. Participants and research context: Healthcare teachers (n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations: This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings: Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students' ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone's needs, and who gets my time? Conclusions: This study highlights the importance of healthcare teachers' continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers. [ABSTRACT FROM AUTHOR]

Medical education is emotionally charged for many reasons, especially the fact that simulation-based learning is designed to generate emotional experiences. However, there are very few studies that concentrate on learning and emotions, despite widespread interest in the topic, especially within healthcare education. The aim of this research is to study the emotional experiences of students to better understand simulation-based learning. The specific aim is to answer the research question: What kind of emotions do students experience before and after simulation-based education? The data was collected using mixed methods, and in this study, we analyzed the pre- and post-questionnaires of 175 participants. The data is analyzed using descriptive statistics as well as a paired sample t-test, factor analysis, and Cronbach's alpha. The results show that students in simulation-based healthcare education experience mainly positive emotions before and after simulation activities.

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in such environments. In addition, it measures students' expectations of instructors, their academic self-perception, and atmosphere, as well as whether there are differences between the expectations of adult and young students. Data was collected through a questionnaire from two different universities of applied sciences in Finland in spring 2009, and analysed using statistical and qualitative methods. Overall, students have quite high expectations of the activities that take place in VR and SBLEs. Adult learners in particular seem to have high expectations compared to younger students. (Contains 2 tables and 1 figure.)

This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of teaching and learning, pedagogical models and methods as well as the educational tools used by ENVI teachers (n = 8). Data were collected through thematic interviews and analysed using the content analysis method. This interview study indicates that teachers saw ENVI's use in education as indisputably beneficial, because it has brought authenticity to teaching and provided students with experiential learning opportunities. ENVI has also made possible the integration of theoretical and practical knowledge. Teachers had widely accepted their role as facilitators of student learning but held widely varied conceptions of learning. Teachers' underlying conceptions become evident in their student-centred approach to teaching and in their utilisation of problem-based learning. However, their use of pedagogical models was not consistent or well defined which has been the case in previous research. Although teachers still need education and support to use a variety of pedagogical models, the results of this study suggest that teachers are moving in the direction of adopting student-centred approaches. So far, this research has offered a starting point for developing a pedagogical model for VR and simulation-based learning environments. As well, it offers useful insights regarding teaching, especially for healthcare teachers, teacher educators, instructor trainers, designers and researchers. (Contains 1 table and 1 figure.)

This study reports a case study in which a pedagogical model, namely the Global Virtual Education (GloVEd) model, which is based on the teaching-studying-learning process (TSL process) and the characteristics of meaningful learning, is developed and used to evaluate students' meaningful learning experiences during the Global Virtual Collaboration Project (GVCP) course in spring 2009. During the course, using collaboration technologies, global student (N = 54) teams solved a creative design task. The data were collected and analyzed using various methods. The results suggest that the GVCP course supported the process characteristics of meaningful learning and its outcomes, although the individual, critical, and interactive characteristics were not fully realized. In addition, Second Life (SL) did not contribute to the realization of the goal-oriented, collaborative, conversational, and immersive characteristics. Several implications can be drawn from the results with respect to creative design. (Contains 1 table and 1 figure.)

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Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes. Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses. Methods: The courses were implemented in the spring of 2010. The data were collected from facilitators ( n = 9) and students ( n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators' and students' perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students? Results: It seems that simulation-based learning is, at its foundation, meaningful since it inherently supports the many characteristics of meaningful learning. However, characteristics also exist that simulation-based learning does not inherently support. In this study, the goal-oriented, self-directed, and individual training characteristics were only somewhat supported during the facilitation and training in SBLEs. Conclusions: In running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported. [ABSTRACT FROM AUTHOR]