Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners

ABSTRACT

Simulation-based learning (SBL) has been the focus of higher-education literature, especially in teacher education and training. Led by a professional facilitator, the SBL process requires learners to step out of their comfort zone. This multiple case-study examines the roles of SBL facilitators to better understand the conditions for creating an optimal learning setting. Triangulation was accomplished using three data-collection methods: 218 facilitators’ written reflections were collected; a focus group was held with eight SBL facilitators; and interviews were held with 21 SBL participants. Data analysis revealed six themes describing the facilitator’s multiple roles: removing barriers to promote participants’ openness to learn; reducing stress; counterbalancing harsh criticism; gauging the intensity of the scenario; pacing the learning process; linking the learned lesson to practice. Conceptualizing the SBL facilitator’s role as the combination of these opposing poles suggests that the facilitator’s goal is to create a ‘stretch zone’ that promotes effective learning.

KEYWORDS:

• Simulation-based learning
• facilitation
• learning zone
• teacher education

Acknowledgments

This study was conducted as part of the partnership with the Israeli national program for simulation in education. The authors would like to thank the simulation facilitators’ and the simulation participants that participated in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).