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¶

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? Clinical reasoning, clinical ability, medical management, overall performance, and composite non-technical skills showed no consistent active participant advantage across studies. → Amechghal A 2026 q3 i? Active participants showed higher technical skills at 14-day follow-up (P=0.047) and better performance when maintaining the active role across repeated scenarios (P=0.003). → 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 across skills outcomes: clinical reasoning (P=0.576), clinical ability (P=0.721), medical management (P>0.1), and overall performance (P=0.36) showed no significant differences between roles.

"Overall, skills-related outcomes most often showed no statistically significant between-role differences, with active participant advantages limited to non-technical skills-related affective outcomes [20], delayed technical skills [19], and role-continuity effects on clinical competency [28]."

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 de Moraes et al. [19] (N=44 quasi-experimental, palliative extubation HFS) and Zulkosky et al. [28] (N=159, pediatric critical care HFS); only P-values printed, no effect size.

"2 findings favored active participants: higher technical skills at 14-day follow-up (P=0.047) [19] and better performance among learners maintaining the active participant role across repeated scenarios (P=0.003) [28]."

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
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — related
• Peer tutoring in clinical simulation is associated with gains in non-technical skills including self-efficacy, self-confidence, self-perception of learning, and reflective abilities — related
• At Kirkpatrick Level 1, satisfaction, perceptions, anxiety, and learning flow did not differ significantly between roles, but emotional arousal favored active participants — related
• Simulation Based Education With Deliberate Practice Improves Clinical Outcomes — related