Related Experiment Video
Updated: Aug 13, 2025
Author Spotlight: A Novel Setup to Conduct Naturalistic Laboratory Experiments with Real Human Actors in Scenarios
Published on: August 4, 2023
Collaboration Scripts or Checklists to Engage Novice Observers in Immersive Simulation?
Marie-Laurence Tremblay1, Alexandre Lafleur, Peter Dieckmann
1From the Faculty of Pharmacy (M-L.T.), Laval University, Quebec City, Quebec, Canada; Faculty of Medicine (A.L.), Laval University, Quebec City, Quebec, Canada; Copenhagen Academy for Medical Education and Simulation (CAMES) (P.D.), Center for Human Resources and Education, Capital Region of Denmark, Herlev, Denmark; Department of Public Health (P.D.), University of Copenhagen, Copenhagen, Denmark; Department of Quality and Health Technology (P.D.), University of Stavanger, Stavanger, Norway; Skillslab Faculty of Health, Medicine and Life Sciences (J-J.R.), School of Health Professions Education, Maastricht University, Maastricht, The Netherlands; and Department of Educational Development and Research (D.D.), Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
Checklists reduce cognitive load for students observing simulations, enhancing active learning. While both checklists and collaboration scripts engage students, checklists are perceived as simpler, aiding learning during observation phases.
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.
