Jeanna Parsons Leigh, Emily A FitzGerald, Stephana Julia Moss, Michal S Cherak, Rebecca Brundin-Mather, Alexandra Dodds, Henry T Stelfox, Ève Dubé, Kirsten M Fiest, Donna M Halperin, Sofia B Ahmed, Shannon E MacDonald, Sharon E Straus, Terra Manca, Josh Ng Kamstra, Andrea Soo, Shelly Longmore, Shelly Kupsch, Bonnie Sept, Scott A Halperin
The evolution of vaccine hesitancy through the COVID-19 pandemic: A semi-structured interview study on booster and bivalent doses
Human vaccines & immunotherapeutics
assessing learner performance primary focus within simulationbased education order prepare students knowledge skills need going forward careers order properly conduct assessments learner performance faculty must adequately trained scenario expectations assessment measures debriefing operation bushmaster fiveday deployment learners faculty assess students rotate different leadership roles faculty development includes online inperson training provides understanding scenario learners know framework used usu guide curriculum development assessment assess learners provide feedback learners research examined value receiving assessment feedback student perspective impact assessor giving feedback researched faculty point view purpose study therefore examine impact assessing students simulation scenarios facultys development educator leader phenomenological qualitative study explored participants lived experiences faculty operation bushmaster eighteen faculty variety medical specialties military ranks volunteered participate participants interviewed inperson using semistructured interview analyses included individually reading transcript individually coding taking notes terms phrases used participants codes compiled organized categories became themes study interviews demonstrated following themes providers serve faculty operation bushmaster believe gain experience 1 experience helps reground thinking 2 acting faculty simulationbased education helps remain uptodate necessary skills 3 working students helps faculty continually develop educator leader work describes even faculty brought learner assessment taking away lessons experiences aid development educator well leader acting assessing faculty students may allow faculty reground thinking remain uptodate necessary skills continually develop skills educator leader findings suggest faculty involved simulation events may also gain knowledge skills experiences help development even focus learners