In the ever-evolving landscape of professional education, simulation-based training is making waves, and maritime educators are taking notice. A recent study published in ‘Discover Education’ (translated from Norwegian as ‘Uncover Education’) sheds light on how teachers in maritime science, nursing, and biomedical laboratory science are leveraging simulations to bridge the gap between theory and practice. The research, led by Ellen Bjørge Ekse from the Department of Ocean Operations and Civil Engineering at the Norwegian University of Science and Technology (NTNU), offers valuable insights into the role of educators in shaping simulation-based training.
So, what’s the big deal about simulation-based training? Well, it’s not just about pressing buttons and watching screens. It’s about creating realistic scenarios that allow students to make decisions, learn from their mistakes, and develop the professional judgment that’s crucial in high-stakes environments like the maritime industry. As Ekse puts it, “The teaching of professional skills has gradually shifted from traditional apprenticeship approaches to simulation-based training methods.”
The study involved semi-structured interviews with nine teachers from Nordic bachelor-level professional education programs. The findings highlight a close relationship between the professional qualities that teachers prioritize and their choices of training content and mediums. In the maritime context, this could mean simulations that focus on navigation, crisis management, or even the intricacies of ship operations.
But what does this mean for the maritime industry? For one, it’s an opportunity to invest in more sophisticated simulation technologies. As the study suggests, the choice of technology is not just about what’s available, but what’s appropriate for the learning objectives and professional trajectories of the students. This could open doors for tech companies specializing in maritime simulation to develop more tailored, effective training tools.
Moreover, the study underscores the importance of educators in this process. They’re not just instructors; they’re ‘translators’ of complex professional practices into simulation-based training environments. This could lead to more collaborative opportunities between maritime educators and industry professionals to create training programs that are truly fit for purpose.
In the words of Ekse, “They illustrate how teachers work to adapt these practices into sociomaterial, simulation-based training environments that are aligned with learning objectives, educational practices, professional trajectories, and the expected standards of their respective fields.”
So, as the maritime industry continues to evolve, so too will the ways in which we train the next generation of professionals. And with studies like this one, we’re gaining a better understanding of how to make that training more effective, more engaging, and more aligned with the real-world challenges that await our students.