The new study set out to fill that gap by documenting academic backgrounds, daily tasks, self-assessed skills, and professional development needs. The research team developed an online survey through a focus group and distributed it via the Portuguese Society for Simulation in Health Sciences. The questionnaire collected sociodemographic information, a 5-point Likert scale self-assessment of skills, and training preferences. Statistical analysis used descriptive measures and non-parametric tests to compare subgroups based on instructor certification.

Nineteen technicians from 11 centers participated. The workforce proved markedly heterogeneous: academic backgrounds ranged from high school to doctoral degrees, with most qualifications concentrated in healthcare and engineering. The study also identified a critical disconnect between infrastructure and personnel, as several centers operate without dedicated technical staff.

Self-assessed confidence varied sharply by task domain. Technicians reported high confidence in administrative duties such as scheduling, scoring 4.47 ± 0.70 on the 5-point scale. In contrast, confidence was lower in pedagogical and advanced technical areas: debriefing scored 2.79 ± 1.48, and virtual or augmented reality scored 2.42 ± 1.02. Subgroup analysis revealed that technicians holding instructor certification reported significantly higher confidence in scenario development (p = 0.028) and debriefing (p = 0.017).

When asked about training preferences, the most requested area was clinical scenario development, selected by 31.58% of respondents. There was also a strong preference for the format of future training: 68.4% favored short, in-person courses. The authors conclude that establishing a national, hands-on training program is essential to bridge the confidence-competence gap in pedagogical tasks and to ensure the long-term sustainability of simulation-based education in Portugal.

As a cross-sectional survey with a small sample of 19 technicians, the study provides a snapshot rather than evidence of change over time, but it offers the first structured baseline for a workforce whose role has long gone undefined.

Subject of Research: Professional profile, skills, and training needs of healthcare simulation technicians in Portugal

Article Title: Characterization of the simulation technician profile in Portugal: a cross-sectional study

Article References: Nicolau, A., Gonçalves, E., Granja, C., & Pereira, I. (2026). Characterization of the simulation technician profile in Portugal: a cross-sectional study. BMC Medical Education. https://doi.org/10.1186/s12909-026-10337-0

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10337-0

Keywords: simulation-based education, simulation technicians, Portugal, cross-sectional study, healthcare education, debriefing, clinical scenario development, instructor certification, professional training, virtual reality, workforce characterization, BMC Medical Education