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Article

A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students

1
School of Applied Educational Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland
2
Faculty of Business, ICT and Chemical Engineering, Turku University of Applied Sciences, 20520 Turku, Finland
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Department of Public Health, University of Turku, 20500 Turku, Finland
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Institute of Biomedicine, Integrative Physiology and Pharmacology, University of Turku, 20520 Turku, Finland
*
Author to whom correspondence should be addressed.
Academic Editors: Riccardo Pecori, Pietro Ducange, Paolo Raviolo and Pietro Picerno
Educ. Sci. 2021, 11(7), 328; https://doi.org/10.3390/educsci11070328
Received: 25 April 2021 / Revised: 23 June 2021 / Accepted: 28 June 2021 / Published: 1 July 2021
Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group did not use the simulator. Results were expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study, students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students’ feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of the EEG simulator, which was evaluating teaching–learning process, has an extra benefit in clinical neurophysiology education and students felt that the simulator was useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compared their learning from the simulator with that of the actual placement which fosters the reflective practice of learning, again deepening the understanding of the EEG electrode placement and different wave patterns. View Full-Text
Keywords: biomedical laboratory science; simulator; EEG; simulation pedagogy; content analyses biomedical laboratory science; simulator; EEG; simulation pedagogy; content analyses
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MDPI and ACS Style

Björn, M.H.; Ravyse, W.; Botha-Ravyse, C.; Laurila, J.M.; Keinonen, T. A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students. Educ. Sci. 2021, 11, 328. https://doi.org/10.3390/educsci11070328

AMA Style

Björn MH, Ravyse W, Botha-Ravyse C, Laurila JM, Keinonen T. A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students. Education Sciences. 2021; 11(7):328. https://doi.org/10.3390/educsci11070328

Chicago/Turabian Style

Björn, Marko H., Werner Ravyse, Chrisna Botha-Ravyse, Jonne M. Laurila, and Tuula Keinonen. 2021. "A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students" Education Sciences 11, no. 7: 328. https://doi.org/10.3390/educsci11070328

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