Simulate to stimulate? A systematic review of stress, learning, and performance in healthcare simulation.

In recent years, simulation has come to prominence as an educational method within the healthcare professions, aiming to shield learners from real-world consequences. However, the associated risks of this educational method have largely remained unaddressed. One of the most potent risks of simulation is felt to be the experience of psychological stress.

The effects of controlled acute psychological stress on serum cortisol and plasma metanephrine concentrations in healthy subjects.

Background: As cortisol and metanephrine are involved in the stress response, it is often recommended that individuals are relaxed at the time of venepuncture, however, evidence behind these recommendations is lacking. We investigated the effects of acute psychological stress on serum cortisol and plasma metanephrine concentrations in healthy individuals exposed to varying levels of psychological stress and compared these results to self-reported measures of stress.

Methods: Ten medical students completed two medical in-person simulations (one low-complexity, one high-complexity) in a random order.

'Dancing with emotions': An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation.

Introduction: Immersive simulations can evoke a range of emotions in students. However, little is known about how facilitators recognise and respond to students' emotions during simulations. This study aims to understand how simulation facilitators perceive and respond to students' emotions during simulation-in order to optimise learning.

'Having skin in the game': guiding principles for incorporating moulage into OSCEs.

Background: Dermatological conditions are a common reason for patients to seek healthcare advice. However, they are often under-represented in Objective Structured Clinical Examinations (OSCEs). Given the visual nature of skin conditions, simulation is suited to recreate such skin conditions in assessments such as OSCEs.

Striking fear into students' hearts: Unforeseen consequences of prescribing education.

Purpose: Undergraduate medical education (UGME) has to prepare students to do safety-critical work (notably, to prescribe) immediately after qualifying. Despite hospitals depending on them, medical graduates consistently report feeling unprepared to prescribe and they sometimes harm patients. Research clarifying how to prepare students better could improve healthcare safety.