Epistemology and simulation-based healthcare education: the good, the bad, and the ugly

Aaron Vage; Paul Murphy; Gerard J. Gormley

doi:10.54531/tcjx4971

Epistemology and simulation-based healthcare education: the good, the bad, and the ugly

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Abstract

Over the years, simulation has grown in popularity as means to construct safe, but realistic environments in which to train healthcare professionals. Whilst many well-established guidelines have been put in place to ensure optimal educational outcomes, the lens through which those developing said guidelines see the world is often left undiscussed. Is it then possible that our assumptions and beliefs can act as a filter through which our reality is observed?

Original language	English
Number of pages	3
Journal	International Journal of Healthcare Simulation
DOIs	https://doi.org/10.54531/tcjx4971
Publication status	Published - 12 Dec 2023

Keywords

Epistemology
Simulation-based education

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10.54531/tcjx4971Licence: CC BY-SA

Epistemology and simulation-based healthcare education: the good, the bad and the ugly
© The Author(s). 2023 Open Access This article is distributed under the terms of the Creative Commons Attribution-Share Alike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated).
Final published version, 129 KBLicence: CC BY-SA

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Epistemology and simulation-based healthcare education: the good, the bad, and the ugly

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Keywords

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