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TeaM-SIM: Simulation-based learning in Teacher and Medical education to facilitate collaboration competences

Website: https://earli.org/assets/files/E-CER-website_Hofmann.pdf

Project tite:

TeaM-SIM: Simulation-based learning in Teacher and Medical education to facilitate collaboration competences

Type of project and funding:

E-CER (EARLI Centre for Excellence in Research); The European Association for Research on Learning and Instruction

Duration:

01.01.2024 till 31.12.2027

Spreake:

Prof. Dr. Rikka Hoffmann, Universität Cambridge, Großbritannien

LMU member:

  • Dr. Olga Chernikova
  • Prof. Dr. Frank Fischer
  • Prof. Dr. Martin Fischer

Other members:

  • Prof. Dr. Jan Vermunt, Technische Universität Eindhoven, Niederlande
  • Prof. Dr. Oskar Lindwall, Universität Göteborg, Schweden
  • Prof. Dr. Monika Nerland, Universität Oslo, Norwegen
  • Prof. Dr. Katharina Maag Merki, Universität Zurich, Schweiz
  • Prof. Dr. Catherine Gabelica, IESEG School of Management, Frankreich
  • Prof. Dr. Vitaliy Popov, Universität von Michigan, USA
  • Marja Kaijomaa, Frauenkrankenhaus der Universität Helsinki, Finnland

Project description:

This E-CER investigates effective professional collaboration. Collaboration competences are increasingly vital for professional practice, yet these competences are under-developed in many workplaces and in professional learning research. Their development requires purposeful learning. We know that intensive researcher-led interventions are effective in supporting this learning, but they are also resource-intensive. This Centre will establish the new interdisciplinary topic of research on facilitating professional collaboration skills learning with simulations in two exemplary fields, medical and teacher education and professional development. Through the multi-disciplinary team of participants, this E-CER aims to integrate research on SBL-design, learning and instruction, and workplace practices across education and medicine to create a framework connecting real-world relevant SBL-design with evidence-based professional learning mechanisms. This will inform the development of new rigorous practice-based research methods and tools to study collaboration competence development, while maintaining a focus on pertinent current and future challenges across education and medicine.