Purpose:
Active learning through medical simulation has been shown to improve learning outcomes when used appropriately. However, simulation can inhibit learning outcomes and learner engagement when the simulation scenario context requires a high level of workload (perceived or actual) that is inappropriate for the level of learner (Curtis 2012). This study examines the relationship between individual learner engagement, team problem solving, and perceived workload during a Simulation Based Orientation to Clinical Medicine (SBOC)
