Ten studies explicitly reported trainee reactions; while 7 studies examined trainee knowledge, attitudes or self-efficacy; 16 studies evaluated team behaviours, processes or emergent states (eg, teamwork climate, safety climate, trust); and 13 studies evaluated clinical processes or patient outcomes (see online supplementary appendix).
Using standard tools, trainees' reaction to the course and factual knowledge during the immediate post-course and six months after the training were assessed.
Level 1 is the evaluation of trainees' reaction to the training and this assessment would inform about the acceptability of the training as a favorable reaction to the course might yield better learning and training outcomes.
This paper is one of the series of papers from the project, which present findings from a longitudinal design that measured knowledge-based mastery during the immediate post-course and six months after the training and also reports trainees' reaction to the training.
While a paper evaluation at the end of the training is helpful, it will also be important to monitor trainees' reactions during the actual training.
The debriefing will exist of three phases: reaction of trainees, analysis of performance and take home messages.
The majority of the trainees has reported favourable reaction to the training, but many of them did not achieve knowledge-based mastery in the immediate post training although the knowledge retention six months post training was encouraging.
Several studies have focused on reactions from trainees using simulation-based training, and among the advantages found were: improved self-confidence and self-efficacy, and improved feeling of being proficient [ 18, 19].
Ex-Manchester United player Michael Owen was among the footballers who weighed in on Moyes' departure: Robbie Savage, once a trainee at United, was short and succinct: Elsewhere in the sporting world, reactions were mixed.
In a study among Radiology trainees [ 15], Wang et al. demonstrated no improvement in written test scores among groups of radiology trainees receiving didactic lecture versus simulation based training in management of contrast reaction, although performance among simulation based training was superior when tested in a contrast reaction simulation scenario.
