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The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.ORCID iD: 0000-0002-1846-8643
Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
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2022 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 74, no 3, p. 355-372Article in journal (Refereed) Published
Abstract [en]

This article examines how a virtual case that prepares students for practical scenario training affects police students' performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers – 35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students' performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students' performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.

Place, publisher, year, edition, pages
Routledge, 2022. Vol. 74, no 3, p. 355-372
Keywords [en]
Vocational education and training, higher education, pedagogy, virtual case, computer-based training, scenario training, simulation-based training
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-173072DOI: 10.1080/13636820.2020.1786441ISI: 000549455900001Scopus ID: 2-s2.0-85087519780OAI: oai:DiVA.org:umu-173072DiVA, id: diva2:1448619
Available from: 2020-06-29 Created: 2020-06-29 Last updated: 2022-12-14Bibliographically approved

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Söderström, TorLindgren, CarinaSjöberg, DavidSöderlund, RogerÅström, Elisabeth

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CiteExportLink to record
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Citation style
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