Attitudinal outcomes did not differ significantly between roles across most studies, with isolated exceptions in self-efficacy and 3-month perceived learning transfer¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Self-efficacy, self-confidence, self-regulation, and self-motivation showed no significant between-role differences in most studies; one study reported higher self-efficacy among active participants (P<0.05). → Amechghal A 2026 q3 i? Perceived learning transfer did not differ immediately (P=0.701) but was higher in the active participant-observer group at 3 months (P=0.036). → Amechghal A 2026 (2)

Evidence¶

Amechghal A 2026¶

Amechghal A, Naciri A, Takhdat K, Loubbairi S, Mellouki A, Lahlou L, Nassik H. (2026). The impact of the learner role in healthcare simulation-based education on learning outcomes: a systematic review. J Educ Eval Health Prof. https://doi.org/10.3352/jeehp.2026.23.24

q3 · i? · review · r3

Review synthesis of 8 attitudinal-outcome studies: confidence in clinical practice (P=0.710), self-regulation (P=0.648), and overall learning effectiveness (P=0.847) also showed no differences; emotional clarity showed no difference (P>0.05).

"Self-efficacy improved significantly in both roles across 4 studies [18-20,22], with no statistically significant between-role differences in 3 studies (P>0.05 [18]; P=0.102 [20]; P=0.283 [22]); however, one study reported higher self-efficacy among active participants than observers (P<0.05) [19]."

Amechghal A 2026 (2)¶

Amechghal A, Naciri A, Takhdat K, Loubbairi S, Mellouki A, Lahlou L, Nassik H. (2026). The impact of the learner role in healthcare simulation-based education on learning outcomes: a systematic review. J Educ Eval Health Prof. https://doi.org/10.3352/jeehp.2026.23.24

q3 · i? · review · r3

Review reports, citing Blanie et al. [17] (N=104 anesthesia residents RCT); the review reclassified perceived transfer as a Level 2 attitudinal outcome because it reflects self-reported beliefs rather than observed behavioral change.

"Perceived learning transfer did not differ significantly immediately after simulation (P=0.701) but was significantly higher in the active participant-observer group than in the observer-only group at 3 months (P=0.036) [17]."

Discussion¶

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• Across Kirkpatrick Levels 1 and 2, most studies found no statistically significant differences between observer and active participant roles in simulation-based education — a broader claim this one bears on
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