ArticleBMC medical education2026
What makes a good simulation technician? A Polish nationwide study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundSimulation-based education has become a core component of contemporary health professions training, yet the role of medical simulation technicians — professionals responsible for the technical, logistical, and operational continuity of simulation activities — remains inconsistently defined. Clarifying the competencies and expectations associated with this role is essential for ensuring high-quality simulation delivery, supporting educational alignment, and guiding workforce development. This study aimed to identify key attributes, skills, and knowledge areas that characterize the professional profile of medical simulation technicians in Poland.
methodsA nationwide mixed-methods study was conducted in 2020–2021, integrating Nominal Group Technique (NGT) discussions, questionnaire development, a national survey, and structured interviews with simulation center managers. Stakeholders included technicians, academic teachers, students, and managers of medical simulation centers (MSCs). Ideas generated in NGT sessions were rated using a 1–5 Likert scale, and highly rated items (≥ 4) formed the basis of an 88-item questionnaire distributed to all identified MSCs nationwide. Quantitative data were analyzed using the Shapiro–Wilk test, Mann–Whitney test, McNemar test, Chi-square test with Yates’ correction, and structural indicator difference tests, with statistical significance set at p < 0.05. Qualitative data from interviews were thematically synthesized.
resultsSixty-six MSC employees completed the survey. The most valued attributes were involvement (M = 4.86), willingness to work (M = 4.79), helpfulness and proactivity (M = 4.79), trustworthiness (M = 4.68), and reliability (M = 4.68). Key skills included coping with technical failures (M = 4.75), equipment operation (M = 4.72), and computer use (M = 4.63). Essential knowledge areas were facility layout (M = 4.61) and familiarity with simulation scenarios (M = 4.53). Managers emphasized significant training gaps in didactic knowledge (47%), IT competencies (27%), and audiovisual systems (13%).
conclusionsEffective performance of simulation technicians requires a combination of technical proficiency, contextual knowledge, and strong interpersonal attributes. The convergence of perspectives across stakeholder groups highlights the need for standardized training pathways and competency frameworks. Implementing these findings may enhance operational quality, professional recognition, and the educational impact of MSCs.
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