Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an...

Area of Science:

• Medical Education
• Healthcare Simulation
• Team Training

Background:

• Increasing student numbers and limited faculty time necessitate evaluating simulation training effectiveness.
• The learning value of observing versus actively participating in emergency medicine simulation is debated.

Purpose of the Study:

• To compare self-reported learning outcomes of observers and active participants in simulation-based interprofessional team training.
• To assess non-technical skills acquisition and investigate profession-specific learning differences.
• To examine team performance in relation to simulation participation frequency.

Main Methods:

• Concurrent mixed-method design utilizing questionnaires, observations, and focus group interviews.
• Involved 262 nursing and medical students in 44 interprofessional teams.
• Quantitative and qualitative data analysis to evaluate learning outcomes.

Main Results:

• Observers and active participants reported similar learning outcomes in three of six assessed non-technical skills.
• Qualitative data stressed the value of varied roles, repeated training, and interprofessional collaboration for realism.
• Students expressed a preference for hands-on participation and learning by doing.

Conclusions:

• Observing simulation training offers learning value, particularly for non-technical skills.
• Hands-on participation is preferred by students for enhanced confidence and skill development.
• A blended approach, incorporating observer roles with opportunities for active participation, is recommended for large groups and limited faculty time.