'It is a different type of learning'. A survey-based study on how simulation educators see and construct observer...

Area of Science:

• Medical Education
• Simulation in Healthcare
• Clinical Skills Training

Background:

• Simulation offers an alternative to clinical hours in pre-graduate programs.
• Observer roles in simulation are explored to increase learner access and reduce stress.
• Educator perspectives on the prevalence and value of observer roles are under-researched.

Purpose of the Study:

• To investigate the prevalence, use, and perceived value of observer roles in simulation from the perspective of Australian and New Zealand (ANZ) simulation educators.
• To identify factors influencing the placement and learning experience of observers in simulation-based education.

Main Methods:

• An exploratory survey was developed and piloted with ANZ simulation educators.
• Quantitative data were analyzed using Pearson's chi-squared test, Welch's ANOVA, and exploratory factor analysis.
• Qualitative data were analyzed using content analysis and summarized with frequency counts.

Main Results:

• The observer role is common in ANZ simulation, with most learners experiencing both hands-on and observer roles.
• Observer placement depends on facility design, learner immersion, scenario design, and involvement.
• Educators provide guidance to observers (89%) and most participate in debriefs (98%), yet they perceive hands-on roles as more valuable for learning.

Conclusions:

• Educator valuation of learning in observer roles is lower than in hands-on roles.
• Focused observation develops crucial clinical skills like noticing and attributing meaning.
• Optimizing learning spaces and scenario design, including specific objectives for observers, can enhance the recognized value of observer roles in simulation.