Emotional response to high-fidelity trauma simulation: An observational study

Abstract

Abstract Introduction The emotional environment created during a simulation session can influence learning. Positive emotions improve perceptual processing and facilitate learning, while negative emotions can reduce working memory, resulting in poorer learning outcomes. Objectives The aim of this study was to investigate the impact of simulation training on emotions during all phases of a high-fidelity simulation using standard prebriefing and “good judgement debriefing” techniques. Methods This was an observational study that included 74 anesthesiologists participating in a simulation-based training. A standardized prebriefing was followed by “good judgement debriefing”. In order to assess emotions, we used the circumplex model of emotion, and asked participants to complete the affect grid scale before prebriefing (stage 1), before starting the simulation (stage 2), before debriefing (stage 3) and following debriefing (stage 4). Results The affect grid scores obtained from 67 participants were analyzed. Following debriefing, the experience of the polytrauma patient simulation was significantly more pleasant compared to previous stages (p Conclusions High-fidelity trauma simulation creating a safe environment using a standardized prebriefing and “good judgement debriefing” is experienced as a pleasant and active activity at all stages of the simulation. Further investigation is needed to assess the impact of these results on learning.