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

Abstract Background Effective simulation-based education (SBE) requires specialized technical expertise to manage increasingly complex equipment. While simulation technicians are recognized as vital to high-quality programs, their roles remain poorly defined internationally and uncharacterized within the Portuguese healthcare context. Aim This study aims to provide the first comprehensive cross-sectional analysis of simulation technicians in Portugal, characterizing their academic backgrounds, daily tasks, self-assessed skills, and professional development needs. Methods A cross-sectional study was conducted using an online survey developed by a focus group and distributed via the Portuguese Society for Simulation in Health Sciences (SPSim). Data collected included sociodemographics, a 5-point Likert scale skills self-assessment, and training preferences. Statistical analysis included descriptive measures and non-parametric tests for subgroup analysis based on instructor certification. Results Nineteen technicians from 11 centers participated. The workforce is heterogeneous, with academic backgrounds ranging from high school to doctoral degrees, primarily in healthcare and engineering. Technicians reported high confidence in administrative tasks like scheduling (4.47 ± 0.70) but significantly lower confidence in pedagogical or advanced technical areas such as debriefing (2.79 ± 1.48) and virtual/augmented reality (2.42 ± 1.02). Subgroup analysis revealed that instructor-certified technicians had significantly higher confidence in scenario development ( p = 0.028) and debriefing ( p = 0.017). The most requested training area was clinical scenario development (31.58%), with a strong preference for short, in-person courses (68.4%). Conclusion Portuguese simulation technicians constitute a dedicated but non-standardized professional group. A critical disconnect exists between infrastructure and personnel, as several centers operate without dedicated technical staff. Establishing a national, hands-on training program is essential to bridge the confidence-competence gap in pedagogical tasks and ensure the long-term sustainability of simulation-based education in Portugal.