A Systematic Approach to Scenario Design

The 2024 French guidelines for scenario design in simulation-based education: manikin-based immersive simulation, simulated participant-based immersive simulation and procedural simulation

“…), (6) a detailed timeline of the session (concise briefing, sequence of events during the activity or scenario, main debriefing points linked to the learning objectives), including a section in which improvements are suggested to strengthen future sessions. We also believe that, in the last section, educators designing scenarios must attest to the degree of control they have over the simulated experience (contrary to a real-life situation) to ensure the learners’ psychological safety [ 40 ] and attainment of the learning objectives, by recording how observable behaviors by learners can be triggered and how they will impact the course of the simulation [ 41 ]. This is further explained below.…”

“…Finally, it must describe the expected impact these observable behaviors will have on the future course of the simulation ( natural feedback , Figure 1 ). These three crucial elements aim to guarantee maximum control over the simulation experience to ensure the learners’ psychological safety and achievement of the learning objectives (for more detailed information about this part, see ref 41 ). This section also includes anticipated learning points and strategies to be used during the debriefing 44 , 45 based on learning outcomes.…”

“… How learning objectives should be linked to observable behaviors and adequately triggered with natural feedback when writing an immersive scenario. (adapted from [ 41 ]. Scenario quality control , including the history of scenario piloting (or ‘dry runs’) and any element that would iteratively improve the scenario upon each occurrence until an adequate and stable state is reached.…”

“… How learning objectives should be linked to observable behaviors and adequately triggered with natural feedback when writing an immersive scenario. (adapted from [ 41 ]. …”