Engagement: What Is It Good For? The Role of Learner Engagement in Healthcare Simulation Contexts

Autor/inn/en	Padgett, Jessica; Cristancho, Sayra; Lingard, Lorelei; Cherry, Richard; Haji, Faizal
Titel	Engagement: What Is It Good For? The Role of Learner Engagement in Healthcare Simulation Contexts
Quelle	In: Advances in Health Sciences Education, 24 (2019) 4, S.811-825 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9865-7
Schlagwörter	Learner Engagement; Health Services; Computer Simulation; Role; Instructional Design; Correlation; Outcomes of Education; Cognitive Processes; Difficulty Level; Student Motivation; Self Management; Medical Education; Allied Health Occupations + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Computergrafik; Computersimulation; Rollen; Lesson concept; Lessonplan; Unterrichtsentwurf; Korrelation; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Schulische Motivation; Selbstmanagement; Medizinische Ausbildung; Gesundheitsberuf
Abstract	Learner engagement matters, particularly in simulation-based education. Indeed, it has been argued that instructional design only matters in the service of engaging learners in a simulation encounter. Yet despite its purported importance, our understanding of what engagement is, how to define it, how to measure it, and how to assess it is limited. The current study presents the results of a critical narrative review of literature outside of health sciences education, with the aim of summarizing existing knowledge in these areas and providing a research agenda to guide future scholarship on learner engagement in healthcare simulation. Building on this existing knowledge base, we provide a working definition for engagement and provide an outline for future research programs that will help us better understand how health professions' learners experience engagement in the simulated setting. With this in hand, additional research questions can be addressed including: how do simulation instructional design features (fidelity, range of task difficulty, feedback, etc.) affect engagement? What is the relationship between engagement and simulation learning outcomes? And how is engagement related to or distinct from related variables like cognitive load, motivation, and self-regulated learning? (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01