Bridging the gap: Leveraging simulation expertise to improve active learning environments
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| Format: | Artículo Open Access |
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Wiley
2025
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| author | Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice |
| author_facet | Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice |
| collection | Wiley Open Access |
| contents | Bridging the gap: Leveraging simulation expertise to improve active learning environments Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice AEM Education and Training AbstractIntroductionActive learning engages learners in constructing knowledge through interactive strategies such as simulation, small‐group discussion, and peer instruction. Although recognized as a superior approach to traditional passive learning, its adoption has been inconsistent. Barriers include reliance on traditional lectures, lack of training, and limited time to develop materials. Simulation educators have a unique skill set that may inform and support active learning initiatives.MethodsFifteen emergency medicine simulation experts convened to define the unique skill set of simulation educators and identify transferable simulation‐based medical education (SBME) skills and concepts to promote effective active learning beyond the simulation lab. Workgroup members are simulation education directors who have undergone specialized training in SBME. During biweekly meetings over 6 months, workgroup members reviewed primary literature in SBME and active learning, along with relevant simulation educator training materials. Objectives were achieved through iterative review, group conceptualization, and expert consensus.Unique treatmentThe increasing prevalence of SBME in medical education, along with the growth of simulation fellowships, has produced a group of education experts with shared competencies. Simulation educators acquire expertise in psychological safety, facilitation, communication, and debriefing, through specialized training and extensive experience. These skills are critical for active learning environments where learners benefit from structured, engaging, and psychologically safe experiences.Implications for educatorsKey transferable SBME topics were identified for use in active learning environments outside of the simulation lab: (1) psychological safety, (2) facilitation strategies, and (3) communication techniques. Transferable tools and concepts were identified to promote efficacy and learner engagement during active learning in diverse environments. Simulation educators’ expertise is an underutilized resource for faculty development initiatives aimed at advancing active learning. This work advocates for leveraging simulation educators’ skills to close the active learning implementation gap, enhance learner outcomes, and meet the evolving needs of contemporary medical education. 10.1002/aet2.70021 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/aet2.70021 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_aet2_70021 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Bridging the gap: Leveraging simulation expertise to improve active learning environments Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice AEM Education and Training Bridging the gap: Leveraging simulation expertise to improve active learning environments Michelle D. Hughes Tina H. Chen Jessica C. Schoen Michael A. Lamberta Michael Cassara Sara M. Hock Lars K. Beattie Stephanie Stapleton Hillary C. Moss Jeffrey R. Heiferman Julie C. Rice AEM Education and Training AbstractIntroductionActive learning engages learners in constructing knowledge through interactive strategies such as simulation, small‐group discussion, and peer instruction. Although recognized as a superior approach to traditional passive learning, its adoption has been inconsistent. Barriers include reliance on traditional lectures, lack of training, and limited time to develop materials. Simulation educators have a unique skill set that may inform and support active learning initiatives.MethodsFifteen emergency medicine simulation experts convened to define the unique skill set of simulation educators and identify transferable simulation‐based medical education (SBME) skills and concepts to promote effective active learning beyond the simulation lab. Workgroup members are simulation education directors who have undergone specialized training in SBME. During biweekly meetings over 6 months, workgroup members reviewed primary literature in SBME and active learning, along with relevant simulation educator training materials. Objectives were achieved through iterative review, group conceptualization, and expert consensus.Unique treatmentThe increasing prevalence of SBME in medical education, along with the growth of simulation fellowships, has produced a group of education experts with shared competencies. Simulation educators acquire expertise in psychological safety, facilitation, communication, and debriefing, through specialized training and extensive experience. These skills are critical for active learning environments where learners benefit from structured, engaging, and psychologically safe experiences.Implications for educatorsKey transferable SBME topics were identified for use in active learning environments outside of the simulation lab: (1) psychological safety, (2) facilitation strategies, and (3) communication techniques. Transferable tools and concepts were identified to promote efficacy and learner engagement during active learning in diverse environments. Simulation educators’ expertise is an underutilized resource for faculty development initiatives aimed at advancing active learning. This work advocates for leveraging simulation educators’ skills to close the active learning implementation gap, enhance learner outcomes, and meet the evolving needs of contemporary medical education. 10.1002/aet2.70021 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Bridging the gap: Leveraging simulation expertise to improve active learning environments |
| topic | AEM Education and Training |
| url | https://onlinelibrary.wiley.com/doi/10.1002/aet2.70021 |