This book offers various ways in which analyzing professional experience and activity in simulation training makes it possible to describe practice-based learning affordances and processes. Research has been conducted in various simulation programs in the domains of healthcare, victim rescue and population protection, involving healthcare workers, firemen, policemen, servicemen, and civil security leaders. "Work-as-done" (/ "training-as-done") in simulation has been analyzed with ergonomics, occupational psychology, and vocational training approaches. The authors describe and discuss theoretical, methodological, and/or practical issues related to practitioner experience and activity in simulation training. The book also provides evidence on the conditions under which lived experience in simulation can foster or hinder learning, and derives appropriate orientations for simulation design and implementation.
Chapter 1. An Introduction to Simulation Training through the Lens of
Experience and Activity Analysis.- Part I: Experience and Activity-based
Conceptualizations of Simulation Design and Outcomes.
Chapter
2.
Simulation-based learning for technical gestures in healthcare: What kind of
experience is required? .
Chapter
3. Four lines of analysis for civil
security crisis simulations: insights for training design.
Chapter
4.
Renewing the tools for simulation based training in medical education: How
Situated Cognition approaches can help us?.
Chapter
5. The psychological
validity of training simulations: Analysis of a simulation with role-playing
games to experiment the gesture of relational touch.
Chapter
6. Design
process for a virtual simulation environment for training healthcare
professionals in geriatrics.
Chapter
7. Ergo-scripting in activity-based
training design: An illustration from the design of a virtual environment.-
Part II: Empirical Lessons From Experience And Activity-based Approaches To
Simulation Training.
Chapter
8. Simulation to experiment and develop risk
management in exceptional crisis situations: the case of the Casualty
Extraction Teams.
Chapter
9. Analyzing the collective activity of
firefighters during urban fire simulation.
Chapter
10. Subjective Evidence
Based Ethnography: an alternative to debriefing for large-scale
simulation-based training?.
Chapter
11. A study of police cadets activity
during use-of-force simulation-based training: empirical lessons and insights
for training design.
Chapter
12. How do simulated high-intensity situations
train leaders to maintain their ability to act in unfamiliar, unforeseen or
uncertain environments?.
Chapter
13. On care and the sensitive experience of
caregiver activity in simulation situations: a possible model for encounters
between health practitioners and their patients to enhance communication
training.- Part III: Promising Avenues For Simulation Training Design And
Research.
Chapter
14. New questions for interventions and research in
simulation training based on actors activity.
Chapter
15. Simulation in
healthcare, a resource in times of crisis. a look back and a look forward.
Dr. Simon Flandin is a Researcher in the CRAFT lab at the Faculty of Psychology and Educational Sciences at the University of Geneva. His research consists of analysing the occupational and training activity of professionals in order to determine the best methods of generating transformations that improve performance, health, and development. His research approach is grounded in French-speaking Ergonomics and in Enaction theory, and his main fieldworks are video and simulation uses in various contexts of vocational education and professional development. Since 2016 his research agenda is polarized by safety and crisis management training. In 2019, he was the first educational scientist to obtain a SNSF (Swiss National Science Foundation) Ambizione Fellowship.
Prof. Christine Vidal-Gomel is a Full Professor of Educational and Training Sciences. She is affiliated with the Centre de Recherche en Éducation de Nantes (CREN) at the University of Nantes (France). Herresearch approach consists of analyzing the activity and development of professionals from the theoretical and methodological frameworks of French-speaking Ergonomics and Professional Didactics. She works on the design of 'enabling' training situations, integrating professional development and occupational health and safety. She carries out field studies in different domains, such as healthcare, building and civil engineering, and autonomous vehicle driving.
Dr. Raquel Becerril Ortega is an Industrial Engineer and Associated Professor in Educational Sciences in the CIREL laboratory (University of Lille, France). Her work consists of analysing occupational and training activity in order to design and develop adult training courses using simulation. She teaches to both academic and professional audiences. Her main interests are theories of adult learning and training, training design, simulation, and occupational activity analysis. In 2018, she obtained a research Fellowship from the French National Institute for Research in Digital Science and Technology to contribute to a research and development program on simulation training at the University of Santiago, Chile.
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