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Learners' Perceptions During Simulation-Based Training: An Interview Study Comparing Remote Versus Locally

Margrethe Duch Christensen1, Doris Oestergaard, Peter Dieckmann

  • 1From the Nykøbing Falster Sygehus (M.D.C.), Nykøbing Falster; CAMES - Herlev (D.O., P.D.), Herlev, Denmark; and Sydney Clinical Skills and Simulation Centre (L.W.), Royal North Shore Hospital, St Leonards, New South Wales, Australia.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|April 6, 2018
PubMed
Summary

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This summary is machine-generated.

Locally facilitated simulation-based training (LF-SBT) is perceived more positively than remotely facilitated simulation-based training (RF-SBT). The technology acceptance model explains learner perceptions and attitudes towards both training formats.

Area of Science:

  • Medical Education
  • Healthcare Simulation
  • Human Factors Engineering

Background:

  • Remotely facilitated simulation-based training (RF-SBT) is an acceptable alternative to face-to-face, locally facilitated simulation-based training (LF-SBT).
  • Learner perceptions of RF-SBT are generally less positive than LF-SBT.
  • This study aimed to understand learner perceptions to explain differences and guide future remote training practices.

Purpose of the Study:

  • Compare learner perceptions of RF-SBT and LF-SBT.
  • Identify psychosocial and cognitive factors influencing these perceptions.
  • Determine theoretical models that explain learner experiences in simulation-based training.

Main Methods:

  • Conducted telephone interviews with 21 newly graduated doctors and nurses.

Related Experiment Videos

  • Participants had completed a standardized simulation course in both RF-SBT and LF-SBT formats.
  • Analyzed qualitative data on learner experiences and attitudes.

    • Main Results:

    • Both RF-SBT and LF-SBT were perceived as highly beneficial, though LF-SBT received more positive feedback.
    • Learners reported varying psychosocial and cognitive responses, including sense of belonging, surveillance, responsibility, realism, and engagement.
    • Perceptions were linked to enabling factors (interaction, technology, design) and precursor factors (participant/instructor attributes).

    Conclusions:

    • LF-SBT is experienced as more user-friendly than RF-SBT.
    • The high overall value of simulation-based training may mask negative aspects of RF-SBT.
    • The technology acceptance model effectively explains learner perceptions and attitudes in simulation-based training.