Knowledge acquisition and retention generally did not differ significantly between observer and active participant roles, though decay patterns differed across studies¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In 8 studies of immediate knowledge acquisition, 7 found no significant between-role difference; one found the active participant-observer group outperformed the observer-only group (P=0.001). → Amechghal A 2026 q3 i? Knowledge decay was not uniform across roles or time points in the 3 interpretable delayed follow-up studies. → 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 · r2

Review synthesis of 8 studies measuring knowledge immediately after simulation; the exception (Blanie et al. [17]) found the hybrid active participant-observer group outperformed observers only (P=0.001).

"All 8 studies demonstrated significant within-role improvement; 7 studies did not identify statistically significant between-role differences."

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 synthesis of delayed follow-up in 4 studies (one uninterpretable owing to insufficient power); Blanie et al. found a significant 3-month decline only in the active participant-observer group (P=0.001) with no between-group difference (P=0.277).

"knowledge decay was not uniform across roles or time points: Johnson [23] reported a significant 4-week decline in both roles with no between-role difference (P=0.593); de Moraes et al. [19] identified a selective significant 14-day decline among active participants (P<0.05)."

Discussion¶

Related Claims¶

• 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
• Attitudinal outcomes did not differ significantly between roles across most studies, with isolated exceptions in self-efficacy and 3-month perceived learning transfer — related
• At Kirkpatrick Level 1, satisfaction, perceptions, anxiety, and learning flow did not differ significantly between roles, but emotional arousal favored active participants — related
• Only 16 of 36 studies assessed BLS knowledge retention over time, with follow-ups generally between 1 and 6 months and only two exceeding 1 year — related