This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.

Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how studentsnavigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other-Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies."

Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how studentsnavigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other-Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies."

This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.

This book compares university students'experiences of problem-based learning in three professional educational programmes; Psychology, Engineering and Physiotherapy. Twenty students from each of the programmes were interviewed and the transcriptions subsequently subjeced to a qualitative analysis.The ways the different groups of students perceive of the characteristics of the pedagogical approach, the meaning and function of course objectives and their accounts of the varying approaches to studying in relation to course examinations, provide three distinct portraits of problem-based learning. The book suggests that the differences in how students perceive of the pedagogical approach reflect different perspectives of knowledge and learning embedded in their respective professional discipline. The book is challenging university teachers intending to implement problem-based learning in their courses to reflect on how their own epistemological standpoints impact on their views on learning and teaching.