More than a feeling: emotional regulation strategies for simulation-based education
Abstract Simulation-based education often involves learners or teams attempting to manage situations at the limits of their abilities. As a result, it can elicit emotional reactions in participants. These emotions are not good or bad, they simply are. Their value at any given moment is determined by...
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| Format: | Article |
| Language: | English |
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BMC
2024-12-01
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| Series: | Advances in Simulation |
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| Online Access: | https://doi.org/10.1186/s41077-024-00325-z |
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| author | Vicki R. LeBlanc Victoria Brazil Glenn D. Posner |
| author_facet | Vicki R. LeBlanc Victoria Brazil Glenn D. Posner |
| author_sort | Vicki R. LeBlanc |
| collection | DOAJ |
| description | Abstract Simulation-based education often involves learners or teams attempting to manage situations at the limits of their abilities. As a result, it can elicit emotional reactions in participants. These emotions are not good or bad, they simply are. Their value at any given moment is determined by their utility in meeting the goals of a particular situation. When emotions are particularly intense, or a given emotion is not aligned with the situation, they can impede learners’ ability to engage in a simulation activity or debriefing session, as well as their ability to retain knowledge and skills learned during the session. Building on existing guidance for simulation educators seeking to optimize the learning state/readiness in learners, this paper explores the theory and research that underpins the practical application of how to recognize and support learners’ emotions during simulation sessions. Specifically, we describe the impact of various emotions on the cognitive processes involved in learning and performance, to inform practical guidance for simulation practitioners: (1) how to recognize and identify emotions experienced by others, (2) how to determine whether those emotional reactions are problematic or helpful for a given situation, and (3) how to mitigate unhelpful emotional reactions and leverage those that are beneficial in achieving the goals of a simulation session. |
| format | Article |
| id | doaj-art-7e8fbef3f0914781a23b469c17186b36 |
| institution | Kabale University |
| issn | 2059-0628 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj-art-7e8fbef3f0914781a23b469c17186b362025-01-05T12:11:55ZengBMCAdvances in Simulation2059-06282024-12-019111210.1186/s41077-024-00325-zMore than a feeling: emotional regulation strategies for simulation-based educationVicki R. LeBlanc0Victoria Brazil1Glenn D. Posner2Department of Innovation in Medical Education, Faculty of Medicine, University of OttawaFaculty of Health Sciences and Medicine, Bond UniversityUniversity of Ottawa Skills & Simulation Centre, The Ottawa Hospital, Civic Campus, Loeb Research BuildingAbstract Simulation-based education often involves learners or teams attempting to manage situations at the limits of their abilities. As a result, it can elicit emotional reactions in participants. These emotions are not good or bad, they simply are. Their value at any given moment is determined by their utility in meeting the goals of a particular situation. When emotions are particularly intense, or a given emotion is not aligned with the situation, they can impede learners’ ability to engage in a simulation activity or debriefing session, as well as their ability to retain knowledge and skills learned during the session. Building on existing guidance for simulation educators seeking to optimize the learning state/readiness in learners, this paper explores the theory and research that underpins the practical application of how to recognize and support learners’ emotions during simulation sessions. Specifically, we describe the impact of various emotions on the cognitive processes involved in learning and performance, to inform practical guidance for simulation practitioners: (1) how to recognize and identify emotions experienced by others, (2) how to determine whether those emotional reactions are problematic or helpful for a given situation, and (3) how to mitigate unhelpful emotional reactions and leverage those that are beneficial in achieving the goals of a simulation session.https://doi.org/10.1186/s41077-024-00325-zEmotionInterpersonal emotional regulation |
| spellingShingle | Vicki R. LeBlanc Victoria Brazil Glenn D. Posner More than a feeling: emotional regulation strategies for simulation-based education Advances in Simulation Emotion Interpersonal emotional regulation |
| title | More than a feeling: emotional regulation strategies for simulation-based education |
| title_full | More than a feeling: emotional regulation strategies for simulation-based education |
| title_fullStr | More than a feeling: emotional regulation strategies for simulation-based education |
| title_full_unstemmed | More than a feeling: emotional regulation strategies for simulation-based education |
| title_short | More than a feeling: emotional regulation strategies for simulation-based education |
| title_sort | more than a feeling emotional regulation strategies for simulation based education |
| topic | Emotion Interpersonal emotional regulation |
| url | https://doi.org/10.1186/s41077-024-00325-z |
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