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Building Bridges: Understanding differences between technology and pedagogy in simulation
Abstract

Building Bridges: Understanding differences between technology and pedagogy in simulation

Stephen Guinea and Patrea R Andersen
International Clinical Skills Conference: Clinical Skills Education: Building Bridges between Simulation and Practice, 5th (Prato, Italy, 19-May-2013–22-May-2013)
2013
url
http://www.internationalclinicalskillsconference.com/View
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Abstract

Clinical Sciences
While it is acknowledged that pedagogy affects the way hundreds of thousands of learners of different ages and stages are taught (Mortimore, 1999), in simulation it has become increasingly difficult to discern between the use of terminology relating to technology and pedagogy. This has become an issue for academics in heath education and has been fuelled by product promotion and simulation literature. Terminology is used in diverse ways which reflects differing understanding and perceptions about educational practice utilising simulation (see Decker, Sportsman, Puetz, & Billings, 2008; Laschinger et al., 2008; The INASCL Board of Directors, 2011). This presentation initiates a dialogue about the ideology of simulation, industry and academia exploits and explores the relationship between simulation as a technology and simulation as pedagogy, and how the interface between the two concepts is impacting on the development and delivery of education in healthcare. It addresses issues related to difference in dialects internationally and industry influence. In doing so it raises the questions: are the issues confounding our understanding due to ignorance or design and is simulation an industry more than a pedagogy?

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