In a theory-guided in-situ simulation programme, an interprofessional primary care team progressed through the expansive learning cycle from questioning current practice to consolidating new practices¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Participants in the SimLab intervention collectively mapped a learning process from questioning their current emergency care practice through to consolidation and generalisation of new practices. → O'Hare 2025
Evidence¶
O'Hare 2025¶
O'Hare, S., Kajamaa, A., Conn, R., & Gormley, G. (2025). SimLab: an intervention to promote expansive learning and organisational change in team-based emergency care simulation. Instructional Science. https://doi.org/10.1007/s11251-025-09734-7
q2 · i? · qualitative · r2
Qualitative case-study analysis of 157 minutes of audio-recorded group discussions from four SimLab sessions, coded against the expansive learning cycle. The authors report that "qualitative changes occur in the entire activity system" as contradictions were resolved.
"The identification and resolution of contradictions have the potential to stimulate the progressing of the expansive learning actions, participants map through the expansive learning process and qualitative changes occur in the entire activity system."
Discussion¶
Related Claims¶
- Participants reported increased confidence, readiness and teamwork after completing the SimLab programme — related
- A real-life paediatric emergency occurring after the intervention was managed well by staff who had not participated in SimLab, suggesting cascade of the transformed practices — a narrower finding that bears on this claim
- After implementing collaboratively designed changes (emergency trolley, grab bags, orientation rules), the second in-situ simulation showed smoother, faster emergency care delivery — related
- Three contradictions emerged in the SimLab process — individualised emergency response, excluded non-clinical staff, and outdated CPR training — and their collaborative resolution drove organisational change — related
- A boundary crossing intervention led most interprofessional design team members to perceive a set of HLC design principles as useful for structuring knowledge and gaining an overview of HLC design — related
- In encounters where both parties are predominantly expansive, early cycle actions such as questioning and modeling are typically absent and the focus is on implementing and consolidating — related
- A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis beyond a single session — related
- Mixed interprofessional group training promoted mutual respect, understanding of roles, and appreciation of teamwork among ED participants — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simlab-expansive-learning-cycle-progression |
title |
In a theory-guided in-situ simulation programme, an interprofessional primary care team progressed through the expansive learning cycle from questioning current practice to consolidating new practices |
description |
In a theory-guided in-situ simulation programme, an interprofessional primary care team progressed through the expansive learning cycle from questioning current practice to consolidating new practices |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ohare-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.