Table 5 Characteristics of included studies
From: Observer roles that optimise learning in healthcare simulation education: a systematic review
| Study Characteristics | Number of Studies | Number of Participants |
|---|---|---|
| All studies | 9 | 1203 |
| Study participants | ||
| Medical students | 3 | 484 |
| Nursing students | 5 | 527 |
| Practicing clinicians | 1 | |
| Physician | 43 | |
| Nurse | 114 | |
| “Psychosocial clinicians” | 20 | |
| Medical interpreter | 14 | |
| Study settings | ||
| Mannequin based simulation (high fidelity simulation - HFS) | 5 | 527 |
| Simulated patient (SP) | 2 | 324 |
| Actor (improvisation rather than scripted SP) | 1 | 192 |
| Role play by participant group | 1 | 160 |
| Study design | ||
| Post test only (Knowledge) | 1 | 92 |
| Pre-test/post-test 1 group | 1 | 157 |
| Pre-test/post-test 2 groups | 2 | 344 |
| Self-assessment pre-test and post-test | 3 | 476 |
| Self-assessment post-test only | 1 | 84 |
| Observer role allocation | ||
| Randomised | 5 | 643 |
| Self allocation | 1 | 84 |
| Unclear | 2 | 284 |
| Outcome | ||
| Knowledge | 6 | 869 |
| Skills - technical | 3 | 441 |
| Skills - non technical | 8 | 1059 |
| Attitudes | 2 | 134 |
| Behaviours | 1 | 84 |
| Learning outcomes by role | ||
| Participatory role better than observer | 2 | 208 |
| Observer role better than participatory | 1 | 200 |
| No difference | 4 | 588 |
| Satisfaction by role | ||
| Participatory role more valued than observer | 2 | 208 |
| Observer role more valued than participatory | 1 | 144 |
| No difference in value | 3 | 334 |
| Observational tool used | 6 | 803 |
| Debriefing/feedback | ||
| Observer led pairs | 1 | 200 |
| Faculty led group debrief | 7 | 811 |
| Feedback guide | 1 | 200 |