Former des professionnels via la simulation : confrontation des principes pédagogiques issus de la littérature et des pratiques de terrain

Simulation-based training is becoming a dominant model in healthcare education. The aim of this paper is to discuss the traditional theoretical frameworks used in simulation-based training and the activity analysis principles which guided our research. This paper is based on two types of intervention that were conducted in the simulation centre at Geneva University hospital (SimulHUG): the first related to research conducted among anaesthetist nurses engaged in a vocational training program using full-scale simulation sessions. The second related to a working group which involved trainers who used simulation based-training, and researchers. These working groups were initiated to draw links between the debriefing, as currently practised in the institution, and the principles of activity analysis. We believe that the issues raised by the trainers with whom we have worked can enlighten and nourish discussion on the use of activity analysis for vocational training. We present four main issues raised by the trainers: a) confidentiality; b) how to capture the activity of the trainees, c) the use of video and d) how to speak about marginal or non-prescribed practices that can appear during the debriefing