Table 1 Overview of the core category with main and sub-categories, and their positioning in back- and foreground of the theory
Core category | Main categories | Subcategories |
|---|---|---|
Endeavouring Interplay | Background | |
Legitimizing simulation | i) Lobbying for curriculum changes ii) Advocating simulation iii) Strategically choosing collaborators iv) Fighting for resources v) Holding leaders accountable | |
Self-development | i) Asking for feedback from peers ii) Pursuing formal education iii) Participating in courses and conferences iv) Connecting with the SBL community v) Participating in research | |
Foreground | ||
Preparing students | i) Informing students about learning objectives ii) Agreeing on rules for simulation iii) Helping students familiarize with equipment iv) Highlighting the non-evaluative nature of simulation | |
Tailoring simulation | i) Establishing fidelity and authentic environments ii) Attending to students’ emotions iii) Encouraging student activity iv) Promoting reflection in debrief v) Highlighting decisive learning episodes vi) Facilitating re-simulation | |