Confident but not theoretically grounded – experienced simulation educators’ perceptions of their own professional development

Renée Allvin1 Clinical Skills Centre, Faculty of Medicine and Health, School of Medical Sciences, Örebro University, ÖrebroCorrespondence[email protected]

Magnus Berndtzon2 Metodikum – Skill Centre of Medical Simulation Region County Jönköping, Jönköping

Liisa Carlzon3 Simulation Centre West, Department of Research, Education and Development, Sahlgrenska University Hospital, Gothenburg

Samuel Edelbring4 Department of Medical and Health Sciences, Faculty of Medicine and Health Sciences, Linköping University, Linköping;5 Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm

Håkan Hult6 Institute of Medicine and Health, Medical Faculty, Linköping University, Linköping

Magnus Hultin7 Department of Surgical and Perioperative Sciences, Anaesthesiology and Intensive Care, Medical Faculty, Umeå University, Umeå

Klas Karlgren5 Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm;8 Department of Research, Education and Development and Innovation, Södersjukhuset Hospital, Stockholm

Italo Masiello9 Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset Hospital, Stockholm

Marie-Louise Södersved Källestedt10 Clinical Skills Centre, Centre for Clinical Research, Uppsala University, Västerås

Éva Tamás11 Department of Cardiovascular Diseases, Institute of Medicine and Health, Medical Faculty, University of Linköping, Linköping, Sweden

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Figures & data

Figure 1 Ways of understanding teaching.

Note: Figure created based on conclusions by Stenfors-Hayes et al.^{Citation11,Citation12}

Figure 2 Expected levels of understanding teaching.

Note: Figure created and modified for simulation-based education on the basis of theories of Ramsden,^Citation9 Biggs,^Citation10 and Stenfors-Hayes et al.^{Citation11,Citation12}