From: Observer roles that optimise learning in healthcare simulation education: a systematic review
Inclusion/Exclusion Criteria | ||
---|---|---|
Criterion | Inclusion | Exclusion |
Population | Clinicians and students of any health profession | Non health professionals |
Intervention | Undergoing a mannequin or simulated patient based learning experience and | Computer based, skill or part-task trainers, virtual reality, or cadaveric simulation/simulators. |
• Examines the role of the observer • Has an observer role defined as a learner within a scenario not in a clinically congruent role or • Has an observer role external to scenario participant roles | • Studies which do not explicitly examine the observer role. • Observers who are not participating in the learning, for example observers for the purpose of research study. • Expert modelling for learning | |
Outcome measures | • A direct or indirect change in knowledge, skills, attitudes or behaviours | • Description of behaviours without consideration of any changes in learner behaviour |
Citations | Peer reviewed papers in the english language from 1980 to October 4th 2014. | • Non peer reviewed publications e.g thesis or reports • Descriptive papers • Published texts or books |