Collaboration Scripts or Checklists to Engage Novice Observers in Immersive Simulation?

Area of Science:

• Medical Education
• Health Professions Education
• Simulation-Based Learning

Background:

• Students observing simulations often passively engage.
• Instructional guidance during observation can promote active learning.
• This study compares collaboration scripts and checklists for observer guidance.

Purpose of the Study:

• To compare collaboration scripts and checklists for observer guidance in simulation.
• To assess the impact of guidance on cognitive load and perceived learning.
• To understand student perceptions of different guidance methods.

Main Methods:

• 162 pharmacy students observed simulations under four conditions: scripts, checklists, both, or no guidance.
• Measured intrinsic and extraneous cognitive load and self-perceived learning.
• Conducted focus group interviews to explore perceptions of learning.

Main Results:

• Checklists significantly lowered intrinsic and extraneous cognitive load compared to scripts or no guidance.
• No significant differences in self-perceived learning were found across conditions.
• Students found scripts more complex and checklists simpler; observation itself was a meaningful learning experience.

Conclusions:

• Observers actively engage in simulations regardless of guidance, but effort varies.
• Checklists appear more effective in reducing cognitive load during observation.
• Educators should select guidance tools based on the specific simulation task.