How does the facilitating, training and learning model support characteristics of meaningful learning in a simulation-based learning environment from facilitators` and students` perspectives?

This study aims to develop and test a pedagogical model for a simulation-based learning environment in healthcare education on the basis of a design-based research (DBR) method. The model is based on the ideas of facilitating, training and learning (FTL), the characteristics of meaningful learning and previous pedagogical models. In this study, the characteristics of meaningful learning are used to describe the training. The research question is as follows: From the facilitators’ and students’ perspectives, what were the most important training characteristics that were realized during the simulation-based learning? During the study, the interviews, video recordings and student learning diaries of 14 paramedic students and 4 facilitators were analyzed using the content analysis method. The results indicate that the use of simulations supported the training characteristics of meaningful learning considerably, although the emotional, critical, goal-oriented and individual characteristics were not fully realized. Based on these results, a redesigned pedagogical model was outlined.