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Exposure of medical doctors to live patients for acquiring necessary skills is imperative. Simulation has been used as an education andragogy for a wide range of disciplines and finds multiple applications in various Healthcare fields. It has been observed that, though the doctors have a good understanding of medicine, there is lack of clinical skills, problem-solving abilities, and dearth in application of knowledge to patient care, particularly in emergency scenarios. The success of clinical simulation as a teaching andragogy in healthcare shall depend upon the whole hearted acceptance by the providers (educators). The first important step in improving its adoption is to gauge the provider perspective on the opportunities and barriers
The aim of the present study is to understand perspective of educators in adoption of simulation as a teaching andragogy.
The study was conducted amongst 22 Simulation Educators from across India during a virtual round table discussion. The educators belonged to various fields including medicine, nursing, paramedics and the group was a mix of junior, mid and senior level educators. The discussion lasted for 3 hours and was based on aopen ended discussion on various apects of clinical simulation. The data was collected during the month of December 2021.The collected data was transcribed and coded to generate themes pertaining to the subject.
RESULT AND DISCUSSION:
Many participants were of the opinion that simulation sessions were time consuming and that they were unable to take time out of their already busy schedule. It is commonplace in healthcare to have busy schedules. Yet some effort in the short term can lead to radical improvement in the teaching andragogy in the long run.
The round table discussion raised important concern of training providers which can give directions to various educational institutes in implementation of their simulation programmes. Any technology shall remain redundant without the active engagement of training providers. The benefits of Simulation can reach the learners only when the providers wholeheartedly accept the andragogy. The present study attempts to suggest simple solutions to various provider barriers.
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