Simulation Observers Learn the Same as Participants: The Evidence

Abstract

BackgroundConfusion continues regarding the value of the observer in simulation and whether they engage in the active and experiential learning environment that underpins simulation. Despite studies demonstrating no differences in knowledge between the participant and observer, it is still unknown how observers learn in simulation and how they apply that learning to a contextually similar situation, a critical aspect of debriefing. MethodAn experimental, pretest-multiple posttest, repeated-measures study was used to describe the knowledge demonstration, knowledge retention, and knowledge application of participants and observers after a simulation and debriefing. ResultsThere was no significant difference between participant and observer in any of the measures. There was significant knowledge gain regardless of role and significant knowledge decay in both groups four weeks later. ConclusionsThe observer appears to construct knowledge similarly to participants. Educators must consider the value of assigning learners to both participant and observer roles.