ArticleAEM education and training2019
A Mixed-methods Comparison of Participant and Observer Learner Roles in Simulation Education.
Article in AEM education and training, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of the learner role in healthcare simulation-based education on learning outcomes: a systematic review.Journal of educational evaluation for health professions · 2026Pooled it
- Bridging Self-Assessment Gaps: The Impact of Objective Structured Clinical Examination (OSCE) on Nursing Students' Competency Perception: A Pre-Post-Test Study.Nursing open · 2026Article
- An innovative immersive learning program for healthcare communication training.PEC innovation · 2025Article
- Low Resource, High Impact: Just-In-Time Training Toolkit in Response to a Public Health Crisis.Clinical simulation in nursing · 2024Article
- Telehealth in emergency medicine residency training: A model curriculum.Journal of the American College of Emergency Physicians open · 2024Article
- Measured task load in directed observers versus active participants undergoing high-fidelity simulation education in a critical care setting.AEM education and training · 2023Article
- Technology-enhanced simulation in emergency medicine: Updated systematic review and meta-analysis 1991-2021.AEM education and training · 2023Article
- Acute-on-Chronic Lithium Toxicity: A Simulation Case for Emergency Medicine Residents.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2022Article
- Recommendations for Optimizing Virtual Simulation: A Trial and Error Process From the COVID-19 Pandemic.Journal of graduate medical education · 2022Article
- Comparison of In-Person and Telesimulation for Critical Care Training during the COVID-19 Pandemic.ATS scholar · 2021Article
- Direct Observation Tools in Emergency Medicine: A Systematic Review of the Literature.AEM education and training · 2021Article
- 'It is a different type of learning'. A survey-based study on how simulation educators see and construct observer roles.BMJ simulation & technology enhanced learning · 2021Article
- Unifying Resident Education: 12 Interdisciplinary Critical Care Simulation Scenarios.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- Article
- Applying Educational Theory and Best Practices to Solve Common Challenges of Simulation-based Procedural Training in Emergency Medicine.AEM education and training · 2020Article
- A Simulated Mass Casualty Incident Triage Exercise: SimWars.MedEdPORTAL : the journal of teaching and learning resources · 2019Article
- A Mixed-methods Comparison of Participant and Observer Learner Roles in Simulation Education.AEM education and training · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTraditional simulation-based education prioritizes participation in simulated scenarios. The educational impact of observation in simulation-based education compared with participation remains uncertain. Our objective was to compare the performances of observers and participants in a standardized simulation scenario.
methodsWe assessed learning differences between simulation-based scenario participation and observation using a convergent, parallel, quasi-experimental, mixed-methods study of 15 participants and 15 observers (
resultsQuantitative data analysis comparing the learners' first and second exposure to the investigation scenario demonstrated participants' time to calcium administration as the only statistically significant difference between participant and observer roles (316 seconds vs. 200 seconds, p = 0.0004). Qualitative analysis revealed that both participation and observation improved learning, debriefing was an important component to learning, and debriefing closed the learning gap between observers and participants.
conclusionsParticipants and observers had similar performances in simulation-based learning in an isolated scenario of cardiac arrest due to hyperkalemia. Findings support current limited literature that observation should not be underestimated as an important opportunity to enhance simulation-based education. When paired with postevent debriefing, scenario observers and participants may reap similar educational benefits.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.