What makes a good simulation technician? A Polish nationwide study

Bibliographic Data

ID22424737
AuthorsJan Korulczyk (0009-0006-5036-5456, Medical University of Lublin), Magdalena Horodeńska (0000-0003-1906-8657, Medical University of Lublin), Martyna Bartoszczyk (Medical University of Lublin), Maciej Biskupski (Medical University of Lublin, corresponding author), Wojciech Dzikowski (0000-0002-7232-005X, Medical University of Lublin), Marek Majewski (0000-0001-5363-9818, Medical University of Lublin), Anna Torres (0000-0002-4254-0545, Medical University of Lublin), Kamil Torres (0000-0001-5602-3744, Medical University of Lublin)
Year2026
Volume26
Issue1
Publication date2026-04-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBMC Medical Education (JOURNAL)
Journal identifiersISSN: 1472-6920 • E-ISSN: 1472-6920
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s12909-026-09323-3
PMID42045939
OpenAlexW7155844553
LanguageEN
References cited17

BACKGROUND: Simulation-based education has become a core component of contemporary health professions training, yet the role of medical simulation technicians — professionals responsible for the technical, logistical, and operational continuity of simulation activities — remains inconsistently defined. Clarifying the competencies and expectations associated with this role is essential for ensuring high-quality simulation delivery, supporting educational alignment, and guiding workforce development. This study aimed to identify key attributes, skills, and knowledge areas that characterize the professional profile of medical simulation technicians in Poland. METHODS: A nationwide mixed-methods study was conducted in 2020–2021, integrating Nominal Group Technique (NGT) discussions, questionnaire development, a national survey, and structured interviews with simulation center managers. Stakeholders included technicians, academic teachers, students, and managers of medical simulation centers (MSCs). Ideas generated in NGT sessions were rated using a 1–5 Likert scale, and highly rated items (≥ 4) formed the basis of an 88-item questionnaire distributed to all identified MSCs nationwide. Quantitative data were analyzed using the Shapiro–Wilk test, Mann–Whitney test, McNemar test, Chi-square test with Yates’ correction, and structural indicator difference tests, with statistical significance set at p < 0.05. Qualitative data from interviews were thematically synthesized. RESULTS: Sixty-six MSC employees completed the survey. The most valued attributes were involvement (M = 4.86), willingness to work (M = 4.79), helpfulness and proactivity (M = 4.79), trustworthiness (M = 4.68), and reliability (M = 4.68). Key skills included coping with technical failures (M = 4.75), equipment operation (M = 4.72), and computer use (M = 4.63). Essential knowledge areas were facility layout (M = 4.61) and familiarity with simulation scenarios (M = 4.53). Managers emphasized significant training gaps in didactic knowledge (47%), IT competencies (27%), and audiovisual systems (13%). CONCLUSIONS: Effective performance of simulation technicians requires a combination of technical proficiency, contextual knowledge, and strong interpersonal attributes. The convergence of perspectives across stakeholder groups highlights the need for standardized training pathways and competency frameworks. Implementing these findings may enhance operational quality, professional recognition, and the educational impact of MSCs.

Curriculum · MEDLINE · Innovative Teaching Methodologies in Social Sciences · Simulation Techniques and Applications · Simulation-Based Education in Healthcare

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