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The purpose of the study is to explore the relationship between video-supported debriefing and student police officers’ performance in realistic scenario training? Two groups conducted two weapon-scenario sessions. One group used video-based debriefing in addition to the regular debriefing and one did not. The result showed that the students that used video increased their reflection regarding possible solutions to the scenario. The video group also increased their motivation to train the skills involved in the scenario. The expert assessment made by the weapon instructor showed that the video group improved their performance in the second scenario session, which was not the case for the traditionally debriefed group.

Vocational education should prepare students for the professional demands of the work. In police education, one way to accomplish this is to simulate specific situations so that students may develop professional knowledge. This article aims to increase the understanding of how simulations support learning of knowledge and skills by investigating how participants make sense of the critical incident they are involved in. To accomplish this, in this study, we have focused on the actions and utterances of the participants. We also used video analysis to analyse the actions of a student police patrol in a simulated critical incident. The participants’ passive actions did not fully mimic a critical incident suggesting that they defined the situation as a passive educational situation. The results demonstrated that simulation-based exercises’ possibilities for supporting vocational learning depend on such factors as authenticity, role-playing and ‘simulation competency’.

Att öva för att lära sig att hantera polisiära situationer utgör ett viktigt inslag i polisstudenters utbildning. Lärandet sker genom praktiska övningar t.ex. drillövningar och övningar av specifika momentmen även via simuleringar där studenter agerar som polis imera komplexa situationer. Simuleringar ärinte unika för polisutbildningutan utgör ett vanligt inslag i professionsutbildninggenom sin koppling till ”verkliga” situationer (Peters & Vissers, 2004; Lederman, 1984). Under de senaste årtiondena har simuleringar använts för utbildning inom så skilda professionsfält som medicin och hälsovård, flyg och blåljusverksamhet. Simuleringar kan vara av skiftande karaktär t.ex. fysiska i form av rollspel men även datorbaserade. Simuleringar kan syfta till att utveckla en specifik färdighet (se t.ex. Windsor, 2009; Stefanidis, Acker, & Heniford, 2008; Wallin, Meurling, Hedman, Hedengård, & Felländer-Tsai,2007),som t ex att lära sig hur man avläser röntgenbilder (se t.ex. Söderström, Häll, Nilsson, & Ahlqvist2012) eller till att lära hur man ska agera i komplexa situationer (Andersson, Carlström, & Berlin, 2013; Bauman, Gohm & Bonner,2011), t.ex. vid svåra olyckshändelser med många personer inblandade (se t.ex. McConnell & Drennan, 2006). Simuleringar av komplexa situationer med många inblandade brukar benämnas som fullskaliga(se t.ex. Andersson, Carlström, & Berlin, 2013). Simuleringar antas träna och utveckla professionell kunskap genom att förbereda studenter på att hantera komplexa och ibland farliga situationer som de kan komma att ställas inför i enkommande yrkespraktik. Användningen av simuleringar i utbildningarbygger således på ett antagande om överföring av erfarenheter och kunskaper från ett sammanhang till ett annat(se t.ex. Söderström, Åström, Anderson & Bowles, 2014). I denhär artikeln utgår vi från simulering som en utbildningsresurs där deltagarna interagerar med varandra och miljön (situationen) på ett målorienterat sätt i syfte att lära sig polisära kunskaper

This article examines simulations of critical incidents in police education by investigating how activities in the preparation phase influence participants’ actions and thus the conditions for learning professional knowledge. The study is based on interviews in two stages (traditional and stimulated recall interviews) with six selected students and video analysis of one student police patrol’s short-term preparation. The results showed that simulation and associated activities informed the students of their responsibilities and pre-determined tasks without effectively helping them to cope with the situation. The analysis suggests that an understanding of the social and interactional requirements for producing the kind of situation that the students were to be trained for and learn from were not mediated. Thus our conclusion is that good conditions for learning in and through simulations require a simulation competence among the participants and that it is a responsibility of the instructors to consider how this competence is to be developed.