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Unravelling the differences between observation and active participation in simulation-based education.

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Title: Unravelling the differences between observation and active participation in simulation-based education.
Authors: Moraes, Elaine Maria Bueno de1 e231394@dac.unicamp.br, Carvalho, Danielle Rachel dos Santos2, Sandars, John3, Ozahata, Tatiana Mirabetti1, Patel, Rakesh4, Cecilio-Fernandes, Dario1,5, Santos, Thiago Martins1,4
Source: Medical Teacher. Jun2025, Vol. 47 Issue 6, p991-996. 6p.
Subject Terms: *Psychology of college students, *Health occupations students, *Undergraduates, *Simulation methods in education, *Medical students, *Pre-tests & post-tests, *Research methodology, *Comparative studies, *Learning strategies, *Nursing students, Self-efficacy, Research funding, Hospital medical staff
Abstract: Background: In simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation. Method: We included medical and nursing undergraduates and residents. On the first day, participants were divided into observers and active participants, each with one participant from medical and nursing backgrounds. We presented a recorded lecture, followed by knowledge and self-efficacy tests for all participants before and after the simulation. After fourteen days, both groups actively participated in the scenario, without observers. We assessed technical and non-technical skills during the simulation and repeated the knowledge and self-efficacy tests after the training. Results: Forty-four individuals participated in this study, half from each training programme. Knowledge improved after the first training in both groups, with a significant drop only for active participants after 14 days. Self-efficacy increased in both groups, being higher for the active participants. After 14 days, active participants performed better in technical skills compared to observers, but it was similar in both groups for non-technical skills. Conclusions: Active participation seems superior to observation in the development of self-efficacy and the retention of technical skills. Observation may be superior to active participation in knowledge retention. Retention of non-technical skills appears to be similar with both observation and active participation. The findings have important implications for current simulation-based education, but further research is recommended. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Unravelling the differences between observation and active participation in simulation-based education.
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  Data: <searchLink fieldCode="AR" term="%22Moraes%2C+Elaine+Maria+Bueno+de%22">Moraes, Elaine Maria Bueno de</searchLink><relatesTo>1</relatesTo><i> e231394@dac.unicamp.br</i><br /><searchLink fieldCode="AR" term="%22Carvalho%2C+Danielle+Rachel+dos+Santos%22">Carvalho, Danielle Rachel dos Santos</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Sandars%2C+John%22">Sandars, John</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Ozahata%2C+Tatiana+Mirabetti%22">Ozahata, Tatiana Mirabetti</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Patel%2C+Rakesh%22">Patel, Rakesh</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Cecilio-Fernandes%2C+Dario%22">Cecilio-Fernandes, Dario</searchLink><relatesTo>1,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Santos%2C+Thiago+Martins%22">Santos, Thiago Martins</searchLink><relatesTo>1,4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jun2025, Vol. 47 Issue 6, p991-996. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+college+students%22">Psychology of college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink>
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  Data: Background: In simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation. Method: We included medical and nursing undergraduates and residents. On the first day, participants were divided into observers and active participants, each with one participant from medical and nursing backgrounds. We presented a recorded lecture, followed by knowledge and self-efficacy tests for all participants before and after the simulation. After fourteen days, both groups actively participated in the scenario, without observers. We assessed technical and non-technical skills during the simulation and repeated the knowledge and self-efficacy tests after the training. Results: Forty-four individuals participated in this study, half from each training programme. Knowledge improved after the first training in both groups, with a significant drop only for active participants after 14 days. Self-efficacy increased in both groups, being higher for the active participants. After 14 days, active participants performed better in technical skills compared to observers, but it was similar in both groups for non-technical skills. Conclusions: Active participation seems superior to observation in the development of self-efficacy and the retention of technical skills. Observation may be superior to active participation in knowledge retention. Retention of non-technical skills appears to be similar with both observation and active participation. The findings have important implications for current simulation-based education, but further research is recommended. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/0142159X.2024.2396381
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      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 991
    Subjects:
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Simulation methods in education
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      – SubjectFull: Medical students
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Comparative studies
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      – SubjectFull: Learning strategies
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      – SubjectFull: Nursing students
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      – SubjectFull: Self-efficacy
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      – SubjectFull: Hospital medical staff
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              Text: Jun2025
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              Y: 2025
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