Table 4 Facilitators’ educational behaviours as described by all groups in all countries

• Prepares for the course

• Develops good scenarios

• Understands learner needs

• Understands the trainee

• Pitches the right level

• Creates a safe learning atmosphere

• Maintains confidentiality

• Builds a rapport

• Builds a good group dynamic

• Encourages the participants

• Makes people feel comfortable

• Handles different participants

• Clearly communicates the frames

• Gently pushes the participants out of their comfort zone

• Provides psychological safety

• Handles emotional reactions

• Handles participant anxiety

• Considers feelings

• Addresses difficult issues

• Does not criticise

• Identifies good performances

• Is able to understand different personalities

• Is good at sensing moods

• Manages time well

• Sticks to goals and objectives

• Adapts to challenges

• Is capable of making decisions during a course and a scenario

• Maximises the learning opportunities

• Participates actively during the course

• Is engaged in the course

• Uses clinical examples

• Systematically evaluates students

• Handles learners that underperform

• Provides opportunity for repeating the training

• Invites the learners to share reactions after the course

• Learns new technology

• Pushes boundaries on education

• Makes the simulation feel realistic

• Handles difficulties with immersion

• Runs a simulation with structure and flexibility

• Pauses (interrupts) a scenario only when needed

• Adjusts the scenario to the participants and the learning points

• Is willing to role play

• Gently pushes the participants out of their comfort zone

• Structures debriefing

• Explores decision making processes

• Facilitates reflection

• Facilitates debriefing

• Recognises and manages pitfalls

• Is not being didactic

• Facilitates group discussions

• Gives constructive criticism

• Facilitates more senior colleagues