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Methods

We collected quantitative data regarding help calling for 2 simulation cases and qualitative data using a survey. We undertook a structured thematic analysis based on grounded theory methodology. We identified and compared groups who did and did not call for help.

Results

One hundred thirty-four students participated and 122 (91%) completed an evaluation. More students called for help without prompting in the second case (34/134, 25% in first case; 110/134, 82% in second case, P< 0.001). Most students did not call for help in the first case but called in the second case (81, 60%). Our qualitative analysis identified 5 themes:(1) students seek to avoid shame and burdening their team,(2) prior institutional simulation and testing experience may imprint help calling behaviors,(3) students view help calling primarily through an individual lens,(4) students overestimate the complexity of the help calling process …