Fostering Simulation-based Learning in Medical Education with Collaboration Scripts.

Active participation of learners is considered a major benefit of simulation-based learning. However, in most courses only few persons can act simultaneously in the simulator while the remaining group observes the running scenario. We investigated how these observation phases can be instructionally designed for more active participation. Research in educational psychology suggests the use of collaboration scripts to structure these observation phases. A collaboration script is an instruction that distributes roles and activities among learners and can also include content-specific support for the completion of a task. For our study we examined a simulator training in emergency medicine with n=33 medical students of Tuebingen University. This study was based upon a single factor design (with vs. without collaboration script). The collaboration script was represented on a sheet of paper and aimed at fostering learning processes (individual and collaborative elaboration of Crisis Resource Management key points) and learning outcome (CRM skills). The control group got blank sheets without instruction. Objective (individual notes during observation phases) and subjective data (self-assessment of collaboration and CRM skills) was analyzed. First results indicate positive effects of the collaboration script on the learning process. Scripted learners made more notes regarding CRM during observation; they also felt more active and that they exchanged more information regarding CRM as compared to the control group. Collaboration scripts can help making passive learning situations during observation phases more active and focussed. It seems plausible that other aspects of simulator trainings could benefit from instructional support with collaboration scripts as well.