Skip to main navigation menu Skip to main content Skip to site footer
Español (España) | English
Editorial
Revistas / Journals
Salud, Ciencia y Tecnología Metaverse Basic and Applied Research Data & Metadata Interdisciplinary Rehabilitation Salud, Ciencia y Tecnología - Serie de Conferencias Community and Interculturality in Dialogue Seminars in Medical Writing and Education Health Leadership and Quality of Life Gamification and Augmented Reality Southern perspective / Perspectiva austral
Home
Issue
Current Issue Previous Issues Thematic issues
About
About the Journal Editorial Team Privacy Statement Contact
Author Guidelines
Guidelines for authors Peer Review Process Open Access Policy and Copyright Digital preservation policy Ethical aspects Anti-plagiarism policy Crossmark policy page
Indexing
×
Español (España) | English
Editorial

Salud, Ciencia y Tecnología Metaverse Basic and Applied Research Data & Metadata Interdisciplinary Rehabilitation Salud, Ciencia y Tecnología - Serie de Conferencias Community and Interculturality in Dialogue Seminars in Medical Writing and Education Health Leadership and Quality of Life Gamification and Augmented Reality Southern perspective / Perspectiva austral
Home

Current Issue Previous Issues Thematic issues

About the Journal Editorial Team Privacy Statement Contact

Guidelines for authors Peer Review Process Open Access Policy and Copyright Digital preservation policy Ethical aspects Anti-plagiarism policy Crossmark policy page
Indexing
Review
Published: 2023-09-23
DOI: https://doi.org/10.56294/sctconf2023371

Reflections on Teacher Identity: Epistemological Perspectives on Clinical Simulation

By
Diego Andrés Díaz-Guio ,
Diego Andrés Díaz-Guio

Unidad de Simulación e Innovación en Salud. Universidad San Sebastián. Santiago, Chile.

Search this author on:

PubMed | Google Scholar
Mauricio Rojas ,
Mauricio Rojas

Grupo de Investigación en Educación y Simulación Clínica (EdSimC). VitalCare Centro de Simulación Clínica. Armenia, Colombia.

Search this author on:

PubMed | Google Scholar
Alejandra Ricardo-Zapata ,
Alejandra Ricardo-Zapata

Grupo de Investigación en Educación y Simulación Clínica (EdSimC). VitalCare Centro de Simulación Clínica. Armenia, Colombia.

Search this author on:

PubMed | Google Scholar

Abstract

The construction of teacher identity in the realm of clinical simulation is a complex and multifaceted process. This paper offers a theoretical reflection on the fundamental elements that shape this identity, focusing particularly on the application of active learning methodologies.
We explore how various educational theories and pedagogical practices influence the formation and evolution of educators within the health education system. By breaking down the components of teacher identity, from the philosophical perspective to practical implementation, we seek to enrich the quality of education in simulation. This analysis aims not only to critically reflect on our pedagogical practices but also to highlight their impact on the preparation of highly competent health professionals, adapted to the needs of the healthcare world. Our work underscores the importance of reflective and adaptable teaching, essential for the development of exceptional health professionals.

Keywords:

Education,
Training,
Teacher Development,
Simulation-Based Education,

How to Cite

1.
Díaz-Guio DA, Rojas M, Ricardo-Zapata A. Reflections on Teacher Identity: Epistemological Perspectives on Clinical Simulation. Salud, Ciencia y Tecnología - Serie de Conferencias [Internet]. 2023 Sep. 23 [cited 2024 Jun. 29];2:371. Available from: https://conferencias.saludcyt.ar/index.php/sctconf/article/view/371

Copyright Notice

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

Article metrics

Google scholar: See link

Metrics

Metrics Loading ...

IV Jornadas de Fundamentos y Aplicaciones de la Interdisciplina (JFAI2023)
Vol. 2 (2023)
See full issue

The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.