Table 5 Characteristics of included studies
From: Observer roles that optimise learning in healthcare simulation education: a systematic review
Study Characteristics | Number of Studies | Number of Participants |
|---|---|---|
All studies | 9 | 1203 |
Study participants | ||
Medical students | 3 | 484 |
Nursing students | 5 | 527 |
Practicing clinicians | 1 | |
Physician | 43 | |
Nurse | 114 | |
“Psychosocial clinicians” | 20 | |
Medical interpreter | 14 | |
Study settings | ||
Mannequin based simulation (high fidelity simulation - HFS) | 5 | 527 |
Simulated patient (SP) | 2 | 324 |
Actor (improvisation rather than scripted SP) | 1 | 192 |
Role play by participant group | 1 | 160 |
Study design | ||
Post test only (Knowledge) | 1 | 92 |
Pre-test/post-test 1 group | 1 | 157 |
Pre-test/post-test 2 groups | 2 | 344 |
Self-assessment pre-test and post-test | 3 | 476 |
Self-assessment post-test only | 1 | 84 |
Observer role allocation | ||
Randomised | 5 | 643 |
Self allocation | 1 | 84 |
Unclear | 2 | 284 |
Outcome | ||
Knowledge | 6 | 869 |
Skills - technical | 3 | 441 |
Skills - non technical | 8 | 1059 |
Attitudes | 2 | 134 |
Behaviours | 1 | 84 |
Learning outcomes by role | ||
Participatory role better than observer | 2 | 208 |
Observer role better than participatory | 1 | 200 |
No difference | 4 | 588 |
Satisfaction by role | ||
Participatory role more valued than observer | 2 | 208 |
Observer role more valued than participatory | 1 | 144 |
No difference in value | 3 | 334 |
Observational tool used | 6 | 803 |
Debriefing/feedback | ||
Observer led pairs | 1 | 200 |
Faculty led group debrief | 7 | 811 |
Feedback guide | 1 | 200 |