Participants in team-based simulation are often assigned or self-selected to play active or passive roles Limited data on impact of learner roles on the efficacy of simulation-based training A few studies have suggested that observation alone may be as effective for learning as active participation in simulation

1. Observation without Active
Participation is an Effective Method
for Learning in High Fidelity
Simulation
Cynthia Leung, MD, PhD; Dacia Russell; David Way, MEd, Laura
Thompson, MD, Sarah Greenberger, MD & Nicholas Kman, MD

2. Background
• Participants in team-based simulation are
often assigned or self-selected to play active
or passive roles
• Limited data on impact of learner roles on the
efficacy of simulation-based training
• A few studies have suggested that observation
alone may be as effective for learning as active
participation in simulation

3. Objectives
• Our hypothesis was that there is no
measurable difference in learning based on
participant roles during simulation.

4. Methods
• Participants
– Med 4s
– Required EM Clerkship
– Academic Year 2014-15
– Randomized to 2 groups.
• Both groups completed two 45 minute high
fidelity simulation cases in a single session

5. Methods
Group 1 Group 2
Group 1Group 2
STEMI Trauma
Lead
Observe
Case
Role

6. Methods
• Multiple choice test covering STEMI and
TRAUMA
– Given at beginning of session (Pretest)
– Given after both cases (Posttest)
• Test and subtest scores analyzed using
independent t-tests and 2 x 2 repeated
measures ANOVA.

7. 68
71
74
77
80
83
86
Pre Simulation Post Simulation
MeanExamScore(%)
Time
Change in Total Test Score After High Fidelity Simulation
Group 1
Group 2
Results

8. 68
71
74
77
80
83
86
Pre Simulation Post Simulation
MeanExamScore(%)
Time
Change in Cardiac Subtest Score After Simulation
Leads
Observers
Results

9. 68
71
74
77
80
83
Pre Simulation Post Simulation
MeanExamScore(%)
Time
Change in Trauma Subtest Score After Simulation
Leads
Observers
Results

10. Conclusions
• Both groups showed a significant increase in total
test score after HFS
• No significant differences in post-simulation test
scores between groups either for the total test or
the subtests covering individual cases
• Therefore, actively leading a HFS case conferred
no discernible benefit over observing a HFS case
in a team-based training model

11. Acknowledgements
• The Staff at the Clinical Skills Education and
Assessment Center, The Ohio State University
College of Medicine