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Healthcare facilitators’ and students’ conceptions of teaching and learning – An international case study
ARTICLE

, , University of Lapland, Faculty of Education, Center for Media Pedagogy (CMP), Finland ; , Arcada Patient Safety and Learning Center, Arcada University of Applied Sciences, Finland ; , Stanford University, School of Medicine, United States

International Journal of Educational Research Volume 62, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Conceptions of teaching and learning affect approaches to teaching, learning and learning outcomes, and they therefore need to be made explicit. This study addresses how healthcare simulation facilitators and students view teaching and learning. Qualitative data from 43 participants in the field of healthcare was analyzed using the qualitative-content analysis method. The results revealed three distinct categories of conceptions of teaching and learning as well as two categories of conceptions of teaching within the context of a simulation-based learning environment. This knowledge can be used to understand and modify healthcare facilitators’ and students’ conceptions in order to enhance the learning experience.

Citation

Keskitalo, T., Ruokamo, H., Väisänen, O. & Gaba, D. (2013). Healthcare facilitators’ and students’ conceptions of teaching and learning – An international case study. International Journal of Educational Research, 62(1), 175-186. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2013.09.001

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