At Kirkpatrick Level 1, satisfaction, perceptions, anxiety, and learning flow did not differ significantly between roles, but emotional arousal favored active participants¶

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? Most Level 1 reaction outcomes showed no significant between-role differences across 8 studies. → Amechghal A 2026 q3 i? Emotional arousal was the only Level 1 outcome favoring active participants over observers, with higher negative and positive arousal in both uniprofessional and multiprofessional contexts. → 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

Narrative review synthesis of Level 1 outcomes in 8 studies: state anxiety fell in both roles, learning flow showed no difference (P=0.291), perceptions showed "97% agreement; P=0.37", and most satisfaction studies found no between-role difference.

"State anxiety decreased significantly in both roles after SBE (P<0.01), with no statistically significant between-role differences at pretest (P=0.432) or posttest (P=0.204)."

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 Rogers et al. (prospective cohort, pediatric residents, N=56), that active participants showed higher negative arousal (F(1,24)=33.8, P<0.001 uniprofessional; t(32)=4.96, P<0.001 multiprofessional) and positive arousal; no effect size printed.

"emotional arousal was the only Level 1 outcome favoring active participants over observers, with higher negative and positive arousal in both uniprofessional and multiprofessional contexts (all P<0.001) [25]."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Knowledge acquisition and retention generally did not differ significantly between observer and active participant roles, though decay patterns differed across studies — related
• Across Kirkpatrick Levels 1 and 2, most studies found no statistically significant differences between observer and active participant roles in simulation-based education — possibly the same claim (merge candidate)
• Attitudinal outcomes did not differ significantly between roles across most studies, with isolated exceptions in self-efficacy and 3-month perceived learning transfer — related
• Skills outcomes mostly showed no between-role differences, with active participant advantages limited to delayed technical skills, non-technical affective outcomes, and role-continuity effects — related