“I don’t want to look like an idiot”. Simulation based education: The relationship between motivation, relevance and realism
ABSTRACT: Learner attitudes and motivation have a significant influence on learning outcome. There is little literature exploring this in simulation based learning. This presentation reports a qualitative research study which reveals the relationship between motivation, relevance and realism in simulation based medical education. A deeper understanding of these factors will inform course designers as they consider both the processes of simulation based learning as well as seeking robust evidence for effectiveness. Seven group interviews were carried out with doctors from a range of medical specialty and career stages. A thematic analysis identified key themes which emerged in relation to learner motivation. A significant finding was the importance participants placed on realism in their motivation, closely related to their perception of relevance. Participants describe physical, semantical and phenomenal realism as important in their intention to participate in simulation based learning. Participants described motivating factors such as opportunity for deliberate practise, the provision of good quality feedback, the opportunity for team-working and self-observation. An interesting finding was that participants described de-motivating factors to engagement such as such as peer scrutiny and fear of embarrassment: “I don’t want to look like an idiot”.
Biography: Lysa is a Clinical Lecturer in the Clinical Skills Centre and a practicing clinician in NHS Tayside. Her research interests include learner motivation, and the impact of simulation based learning in medical education. She is currently working on a professional doctorate in education with the School of Medicine and School of Education.