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Untapped resource: the simulation-based healthcare environment as a means to study human stress
Aaron Vage1, Andrew D Spence1, Gerard J Gormley1
1Centre for Medical Education, Queen's University Belfast, Whitla Medical Building, Lisburn Road, Belfast, BT9 7BL.
The Ulster Medical Journal
|January 31, 2024
Summary
Simulation-based healthcare education, while a safe learning space, can induce stress. This review examines stress responses in healthcare education and proposes simulation environments as ideal for studying stress generally.
Area of Science:
- Medical Education
- Psychology
Background:
- Healthcare professions experience widespread stress, impacting simulation-based education.
- Simulation offers a safe space for skill development but can also cause simulation-related stress.
- The relationship between stress, learning, and performance in simulation is not well-defined.
Approach:
- This narrative review examines the human physiological and psychological response to stress.
- It outlines methods for quantifying and standardizing stress measurement in research.
- The review provides an overview of simulation-based healthcare education and its historical interest in stress responses.
Key Points:
- Simulation environments can inadvertently foster stress, complicating educational outcomes.
- Understanding optimal stress levels for learning in simulation is an ongoing debate.
- Quantifiable stress measurement is crucial for objective research in this field.
Conclusions:
- Simulation environments are valuable for studying the human stress response.
- Findings from simulation research have implications beyond medical education.
- Further research is needed to clarify the nuanced effects of stress on learning and performance in healthcare simulation.
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