By: Victoria Brazil (@SocraticEM)
“..emotions are neither good nor bad. Emotions simply are”. (1)
Emotions are part of life. They serve an evolutionary purpose but can also lead to dysfunctional interactions and behaviours. Inside Out 2 was the highest grossing movie of 2024; this humorous but profound take on a teenager’s emerging emotional range is essential viewing for parents and teenagers alike 😊. But maybe also for simulation educators …
Emotions in simulation-based education (SBE) is a perennial topic of interest. Whether it’s ‘defusing’, ‘dealing with’, or avoiding, guidance for managing emotions abounds (2-4). In this recent article, Vicki LeBlanc, Glenn Posner and I aim to add to that literature; a comprehensive deep dive on what emotions are, their antecedents, and their impacts, and then some principles on how to recognise and respond to them in SBE (1).
In an accompanying Simulcast podcast episode, Vicki and Glenn share insights on why emotions are often seen as taboo or difficult to manage in simulation, despite being a natural part of clinical practice (and everyday life!). They explain how emotions impact cognitive processes like attention, judgment and memory, and why ignoring them can hinder learning objectives.
The article and podcast cover practical strategies for identifying emotional cues, assessing whether emotions are helpful or hindering, and employing implicit or explicit regulation techniques. We emphasize the need to normalize emotional responses and view them as valuable data, rather than something to be avoided. It challenges the notion that simulation should be a purely rational endeavour, underscoring the vital role emotions play in preparing healthcare learners for the realities of clinical practice.
Happy reading/ listening!
Victoria
Note – Image courtesy of Dall-E
References
- LeBlanc VR, Brazil V, Posner GD. More than a feeling: emotional regulation strategies for simulation-based education. Advances in Simulation. 2024;9(1):53.
- LeBlanc VR, Posner GD. Emotions in simulation-based education: friends or foes of learning? Advances in Simulation. 2022;7(1):3.
- Rudolph JW, Raemer DB, Simon R. Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing. Simulation in Healthcare. 2014;9(6):339-49.
- Madsgaard A, Smith-Strøm H, Hunskår I, Røykenes K. A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students’ learning in simulation-based education. Nursing Open. 2022;9(1):108-21.
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