Supporting roles in live simulations: how observers and confederates can facilitate learning

Abstract

Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

“…Other studies demonstrate that learners have also reported finding value in these roles, particularly for noticing the big picture, noticing detail and reducing stress. 6 10…”

“…2 3 In an effort to increase access for learners, educators have looked to understanding and augmenting learning in observer roles. 4–9 Some, 5–7 10–12 but not all, 13 14 studies report equivalent learning outcomes and/or reduced stress in observer roles. However, reports on the prevalence, use and perceived value of observer roles from the educator’s perspective are lacking, a gap this paper aims to address.…”

“…This second context was referred to as an ‘in-scenario’ observer role. Other terms include “ student confederate ” 10 and “ response-based role ”. 18 The addition of observer tools, checklists or briefings further defined these observers as ‘directed’ observers.…”

The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training

“…In vocational training, including the training of police officers, there is a need to link education and professional practice in a relevant way to develop useful knowledge and skills (e.g. Blondin 2014;Rantatalo, Sjöberg, and Karp 2018;Jahreie 2010). Police education, which this study focuses on, includes several topics and skills such as weapons, tactics, communication, conflict management, self-protection, driving, and mental and physical preparation.…”

“…In police education, scenario training is a common and integral part of the curriculum (e.g. Phelps et al 2016;Rantatalo, Sjöberg, and Karp 2018;Werth 2011). For example, scenario training is used to teach students how to deal with complex and risky situations, where knowledge on how to handle different situations in collaboration with others is crucial for safe and professional practice (e.g.…”