Healthcare facilitators’ and students’ conceptions of teaching and learning – An international case study

Conceptions of teaching and learning affect approaches to teaching, learning and learning outcomes, and they therefore need to be made explicit. This study addresses how healthcare simulation facilitators and students view teaching and learning. Qualitative data from 43 participants in the field of healthcare was analyzed using the qualitative-content analysis method. The results revealed three distinct categories of conceptions of teaching and learning as well as two categories of conceptions of teaching within the context of a simulation-based learning environment. This knowledge can be used to understand and modify healthcare facilitators’ and students’ conceptions in order to enhance the learning experience.