Best of Finland: Adult Playfulness in Simulation-based Healthcare Education

In many studies, simulation-based healthcare education has been observed to be enjoyable and meaningful. The objectives of simulation-based learning can be multifaceted, such as learning basic resuscitation or more complex crisis resource-management skills. As noted, the goals of simulation-based education can be quite serious although learning should be enjoyable and playful. Simulation-based learning demands playfulness and taking on roles that the learner has not previously studied in simulation-based healthcare education. In previous studies, playfulness has been perceived as a kind of stance towards learning or a certain mood in learning that emerges from interactions with others. In previous research, humour, creativity and teamwork have predicted adult playfulness and are central to successful simulation-based learning as well. Adult playfulness has also been related to higher achievements and motivation. In this study, we examine adult playfulness in simulation-based healthcare education. The specific research question is as follows: How does adult playfulness transpire in simulation-based healthcare education? The study participants are 238 medical students and professionals (89 males, 86 females) at Stanford University in 2010–2016. The data sources include questionnaires and interviews. Playfulness appears in simulation-based learning mainly by emphasising trust and encouraging collaboration, as well as academic curiosity and a playful attitude. However, based on preliminary analysis, a playful attitude is not easy to realise. Emotional, embodied and physical aspects of playful simulation-based learning need further research and effort