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

Abstract

Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.

Development of Crisis Resource Management Skills: A Literature Review

“…This was meant as a strategy to prevent memorizing the same patient scenario while also allowing for familiarity with response behaviours. In a qualitative study comparing observers and active participants in an HFS program, participants identified the importance of training several times to build confidence (Reime et al, 2017). In the current study there was continued improvement in mean scores beyond the second scenario (i.e., at time four).…”

“…In a study carried out by Reime et al (2017), one major theme that emerged was that "participating in different roles is important" (p. 55). Participants in this study also reported valuable learning outcomes occurred while watching others but that greater learning occurred from participation in scenarios.…”

“…Most of the literature on simulation education emphasizes that active participation is key to adult learning (Reime et al, 2017). However, as an instructor, I am challenged with what to do with the other participants that are observing.…”

“…However, as an instructor, I am challenged with what to do with the other participants that are observing. Recently there has been research looking at learning outcomes of active participants and of observers learning CRM skills (Bonnel & Hober, 2016;Lai et al, 2016;Reime et al, 2017). In a recent systematic review looking at observer roles that optimize learning in the simulation environment (O'Regan, Molloy, Watterson, & Nestel, 2016), the concept of "directed observer" is defined.…”

Adapting operational research training to the Rwandan context: the Intermediate Operational Research Training programme

“…Part of SORT IT’s training and capacity building activities were adapted from the operational research training model initially conceived by Medecins Sans Frontieres-Luxembourg and the International Union Against Tuberculosis and Lung Disease (the MSF-Union model of training) [14]. At its core, SORT IT provides a three-week training on protocol development, data analysis and paper writing, using a deliverable-driven and learning-by-doing pedagogy [15,16] with hands-on mentorship [17–20]. By March 2016, SORT IT had conducted 38 courses in Africa, Asia, Europe, Latin America and the South Pacific for 428 participants from 82 countries.…”