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Exploring participant experience to optimize the design and delivery of stress exposure simulations in emergency medicine

Exploring participant experience to optimize the design and delivery of stress exposure... INTRODUCTIONSimulation‐based education can help individuals and teams improve performance under stressful conditions, but is usually focused on clinical knowledge and skills. Clinical skills are necessary, but not sufficient, when caring for patients with time‐critical and life‐threatening emergencies. Clinicians also need to recognize and regulate their personal stress responses and those of their team. Simulation training specifically designed to train recognition and management of stress responses might be the next frontier. However, there is limited understanding of the optimal simulation design, delivery, and debriefing to achieve these objectives. Without this understanding, we risk wasted effort in simulation design and delivery, and even psychological harms, in the pursuit of training clinicians to perform in the maelstrom of emergency care.Emergency department (ED) teams frequently perform under conditions of high stress in the resuscitation room, and designing training interventions relies on an understanding of team performance under these conditions. Stress and emotional activation are complex constructs.1,2 An Individual's stress response is a result of the interaction of the demands placed by their environment and that person's resources to meet those demands. In the context of this paper, we adopt LeBlanc's definition; the terms “stress” and “stress response” will be used when referring to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AEM Education and Training Wiley

Exploring participant experience to optimize the design and delivery of stress exposure simulations in emergency medicine

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References (35)

Publisher
Wiley
Copyright
Copyright © 2023 Society for Academic Emergency Medicine
eISSN
2472-5390
DOI
10.1002/aet2.10852
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONSimulation‐based education can help individuals and teams improve performance under stressful conditions, but is usually focused on clinical knowledge and skills. Clinical skills are necessary, but not sufficient, when caring for patients with time‐critical and life‐threatening emergencies. Clinicians also need to recognize and regulate their personal stress responses and those of their team. Simulation training specifically designed to train recognition and management of stress responses might be the next frontier. However, there is limited understanding of the optimal simulation design, delivery, and debriefing to achieve these objectives. Without this understanding, we risk wasted effort in simulation design and delivery, and even psychological harms, in the pursuit of training clinicians to perform in the maelstrom of emergency care.Emergency department (ED) teams frequently perform under conditions of high stress in the resuscitation room, and designing training interventions relies on an understanding of team performance under these conditions. Stress and emotional activation are complex constructs.1,2 An Individual's stress response is a result of the interaction of the demands placed by their environment and that person's resources to meet those demands. In the context of this paper, we adopt LeBlanc's definition; the terms “stress” and “stress response” will be used when referring to

Journal

AEM Education and Training – Wiley

Published: Apr 1, 2023

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