Table 2 Excerpts of the analysis process

Preliminary categories

Step 1

Structure, information (scenario), information (technical equipment), expectations

Category

Step 2

Framing the group

Sub-category

Step 2

Providing predictability

Condensate

Step 3

We got sufficient briefing about the background and the patient in all the scenarios and we did not miss anything. We were pre-informed, so the briefing was short, but not too short. Those were the most important things that were addressed. The briefing was a “brushing up” on what we were prepared for, so this was nice. It was the summary of the scenario. It was very satisfactory that the facilitator gave us little information but provided tips and hints about what we had to focus on. We got some “threads” that helped us to master the challenges. It’s nice and easy to get information up front to know what to do before it happens. The information about the learning objectives in the briefing focused our learning.

Analytical text

Step 4

Most of the students felt the scenario contents were sufficient and that they did not miss anything. The most important things were pointed, out and it was just a brushing up with some hints and tips related to what they needed to focus on. A student stated, “Very good that the facilitator gave just some info, with ideas and hints about what we needed to consider” (student FG 1). The tips and hints provided the students a feeling of having a toolbox that helped them to do their best in the simulation session, “[It is] an absolute advantage to receive the information beforehand, as one then has the possibility to know how to deal with a situation before it happens” (student FG 2).