Abstract
Simulation is a widespread, interesting and promising learning approach in healthcare. It can allow students to acquire minimal ease before being confronted to patients. The development of simulation largely focuses on the quest of realism, i.e. fidelity with real situations. In this chapter, we question the relevance of such an approach in the case of learning technical gestures in healthcare. We first define the notion of technical gesture in a way that is suitable for reflection on learning. We highlight its structuring dimension, which completes its motor and functional ones. We then expose a design process of learning environments that take into account this deep interaction between movements and knowledge. This approach is more centred on interaction between the students and the simulator than on the realism of this latter. Based on vocational didactics approach, it necessitates a deep analysis of learning objective and introduces the notion of conflict and contradiction as fruitful leverages for learning. We exemplify this design process with environments dedicated to the learning of blind gestures in orthopaedics and maieutics.
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Notes
- 1.
Some ideas exposed here are extracted from a book to be published in French, in which they are more developed.
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Vadcard, L. (2022). Simulation-Based Learning for Technical Gestures in Health Care: What Kind of Experience Is Required?. In: Flandin, S., Vidal-Gomel, C., Becerril Ortega, R. (eds) Simulation Training through the Lens of Experience and Activity Analysis. Professional and Practice-based Learning, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-89567-9_2
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