Goals, Success Factors, and Barriers for Simulation-Based Learning

TLDR

The study aims to identify process goals, success factors, and barriers for optimizing simulation‑based learning environments within Dieckmann’s simulation setting model. Seven simulation educators were interviewed via the Critical Incident Technique. Results show that goals to enhance learning, engage participants, and support application are supported by educators’ competencies, participant motivation, and a functional environment, while barriers include participant unwillingness and time pressure, underscoring the need to address interrelated elements and validating Dieckmann’s model as a practical guide for educators.

Abstract

Introduction: This study describes (a) process goals, (b) success factors, and (c) barriers for optimizing simulation-based learning environments within the simulation setting model developed by Dieckmann. Methods: Seven simulation educators of different experience levels were interviewed using the Critical Incident Technique. Results: (a) The main process goals were to enhance learning, engage participants, and aid the application of what was learned during the course. (b) As success factors, educators stated their own competencies and attitudes, motivation and openness of participants, and a functional environment. (c) As barriers, educators stated a lack of willingness to actively engage in simulation by the participants and time pressure. The results emphasize the need to consider jointly the interrelated elements of simulation-based learning environments to optimize the use of educational simulation. Discussion: The results support the applicability of Dieckmann’s setting model to describe simulation-based courses and emphasize the diversity of factors that need to be considered in optimizing simulation practice. This article can serve as a practical aid for educators within health care simulation settings and in other domains.