LAUSR

Abstract Background Health care work and training are increasingly team based and interprofessional. This research examines how occupational self-efficacy and psychological safety (PS) perceptions influence active and honest participation in simulation-based learning. Method Surveys captured self-assessments and reactions to learning experiences over a two-year period at a European simulation center. Results Participants with greater occupational self-efficacy levels spoke up more to clarify faculty explanations. Participants who perceived greater PS spoke up more to discuss colleagues' mistakes and clarify faculty explanations. Conclusions Internal and external factors influence the quality of engagement in simulation-based learning. Improving PS and engaging learners with lower self-efficacy levels improves the quality of learning experiences.