Table 2.

Themes and sub-themes according to Kolb’s model.

Stages in Kolb’s experiential learning model	Themes	Sub-themes
Active experience in a new or familiar situation that requires investigation and interpretation	I. Face-to-face learning versus simulation experience	One-person show vs. co-play Theoretical versus experiential learning
Reflective observation of the situation, whether there is a match between previous understanding and experience and the situation	II. Differences in experience between the two simulation scenarios	Micro versus macro Knowledge gaps and how best to overcome them Innocence versus taking over the discussion
Building perceptions and processing information in reflective processes that lead to changing existing perceptions	III. Simulation as a toolbox for the continuation of personal and professional learning	Listening, inclusion, and integration skills Self-confidence, a sense of higher competence Meeting management, leading, striving for achievement Learning about myself versus learning about colleagues’ skills and competencies
Examination of the newly acquired insights	IV. Accepting the scenario as training for their professional work and organizational challenges	Alleviating concerns in communication with superiors and bosses The culture of discussion