Learning in a Simulation-OT in Heart Surgery and the Challenges of the Scientification of Work

Autor/in	Langemeyer, Ines
Titel	Learning in a Simulation-OT in Heart Surgery and the Challenges of the Scientification of Work
Quelle	In: Journal of Education and Work, 27 (2014) 3, S.284-305 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2012.742182
Schlagwörter	Foreign Countries; Surgery; Simulation; Allied Health Occupations Education; Education Work Relationship; Epistemology; Ethnography; Attention; Role Playing; Gender Differences; Germany (Berlin) + Suchen Sie Ihr Suchwort? Ausland; Chirurgie; Simulation program; Simulationsprogramm; Erkenntnistheorie; Ethnografie; Aufmerksamkeit; Rollenspiel; Geschlechterkonflikt
Abstract	Enhancing competency and collaboration has become a salient topic of the professional debate on medical safety issues. The advantages of simulation-based training scenarios for team communication, routines and critical work procedures especially in operation theatres have been vigorously discussed. However, the literature on simulation-based training theorises the respective learning mainly as a form of practising technical and non-technical skills and, thus, provides an insufficient understanding for several risks connected to simulations such as confirming a false feeling of safety or over-routinising procedures. Such problems of simulation-based learning can only be prevented or converted into strengths by developing a profound understanding of the specific knowledge-in-practice and the "scientification of work" which it implies. Against the background of a study on simulation-based trainings for perfusionists at the German Heart Institute (Berlin), this article elaborates an expanded understanding of "work process knowledge" and connects theoretically to Bengt Molander who compares knowledge to a form of "attentiveness" and "presence". The study shows that this knowledge-in-practice grounds in different activities to co-construct and collectively frame the object and the task of work. The quality of these activities depends not only on skills in communication but also on the socio-material enactment of professional roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10