Human factors considerations in distance simulation: A nominal group technique application

• Published in: The clinical teacher Vol. 21; no. 4; pp. e13724 - n/a
• Main Authors: Bajwa, Maria, Herx‐Weaver, Anne, Baily, Shannon, Ray, Jessica, Park, Yoon Soo, Palaganas, Janice, Ahmed, Rami
• Format: Journal Article
• Language: English
• Published: England 01.08.2024
• ISSN: 1743-4971; 1743-498X; 1743-498X
• DOI: 10.1111/tct.13724

Introduction The pandemic‐driven surge in global distance simulation (DS) adoption highlighted the need for effective educator training. A literature search identified the gap regarding human factors (HF) considerations for the professional development of DS practitioners. This study addresses this gap by applying HF principles to guide educators in developing and delivering evidence‐based DS. Methods This was a consensus‐gathering, three‐phase study using the nominal group technique (NGT) in the first phase, qualitative thematic analysis with member checking in the second phase and external expert opinion in the third. A dichotomised approach was used to divide the post‐consensus discussion survey results into an agreement and non‐agreement for quantitative analysis. Results The results of the quantitative analysis identified the following needs: developing a conceptual framework for DS, tailoring the technical aspect to the educational objectives, investigating learner engagement, training faculty at an earlier stage and identifying at‐risk students. Qualitative results identified primary themes of technology, people and outcome measurements. Key aspects of technology were identified as system‐ and programme‐fit and resource considerations. Outcome measurement highlights the need for increased measurement and research at all levels of DS. Discussion Specific HF focal points include human–technology interaction and learning outcome assessment within the DS context. Incorporating HF principles throughout the DS process, from inception to outcome evaluation, promises substantial benefits for both learners and educators. This approach empowers both learners and educators, fostering a dynamic and enriched educational environment and improved learning experiences.