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

Figures & data

Figure 1. How learning objectives should be linked to observable behaviors and adequately triggered with natural feedback when writing an immersive scenario. (adapted from [41].

Table 1. Comparison between the TEACH and the SoFraSimS Templates.

		TEACH template	SoFraSimS templates
SCENARIO CONTEXT	Year	2015	2023
	Language	English (USA)	English (translated from French)
	Simulation modality	Immersive simulation	Procedural and immersive simulation including simulated participants
	Type of simulator	Manikin and human	Manikin and human
	Discipline	Any HCP	Any HCP
	Describes learning location	No	Yes
	Provides contact to reach the author	No	Yes
	Requires a case summary	Yes	Yes
	Describes purpose before context	Yes	Yes
	Targeted population of learners	Yes	Yes
	Specifies the number of learners	No	Yes
	Details participation prerequisites	Yes	Yes
	Links the scenario to a specific educational program	No	Yes
	Distinguishes scenario cast members	Yes	Yes
TRAINING OBJECTIVES	Requires adaptation to the results of learning needs assessment	No	Yes
	Identifies learning objectives	Yes	Yes
	Divides learning objectives into technical and non-technical knowledge, skills and attitudes	No	Yes
	Explicitly links learning objectives to content	Yes	Yes
	Limits learning objectives	Yes (<5)	Yes (<5)
	Anticipates plausible emergent learning objectives	No	Yes
SCENARIO PREPARATION	Requires references for the scenario	Yes	Yes
	Describes associated didactics	No	Yes
	Identifies supporting documents	No	Yes
	Anticipates potentially useful cognitive aids	No	Yes
	Provides equipment or prop options	Yes	Yes
	Labels type of simulator needed	Yes	Yes
	Depicts patient data	Yes	Yes
	Details simulator and equipment setup	No	Yes
	Anticipates specific elements to be presented to learners during pre-briefing?	No	Yes
SIMULATION PROCESS	Scenario briefing to learners	No	Yes
	Simulation duration	No	Yes
	Dedicated time for learners to prepare	No	Yes
	Initial status of the simulator	No	Yes
	Triggering events	Yes	Yes
	Identifies expected participant actions (observable behaviors)	Yes	Yes
	Scripts cues to transition between events (‘natural feedback’)	No	Yes
	Method of ending/exiting the scenario	No	Yes
	Prepares debrief or guided study plan	No	Yes
QUALITY IMPROVEMENT	Documents pilot testing	No	Yes
	Elements to improve the scenario for its further occurrence	No	Yes

de Varennes M, Chiniara G, Lafleur A. Chapter 23 – a Systematic Approach to Scenario Design. Clin Simul Second Ed. 2019. p. 315–335.

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