A qualitative study using hybrid simulation to explore the impacts of human factors e-learning on behaviour change

Current arrangements for training dentists in the UK in primary care dentistry

Primary Care Dentistry is the destination for the majority of UK dental graduates for some if not all of their future careers. Traditionally Undergraduate Dental Education has been set and delivered within the Secondary Care (specialist referral and Dental Hospital) environment, which may create challenges for new graduates when preparing them for their careers. This article discusses undergraduate dental training for and within Primary Care Dentistry.

Veterinary High-Stakes Immersive Simulation Training With Repeat Practice Following Structured Debriefing Improves Students' Ability to Cope With High-Pressure Situations

INTRODUCTION

Immersive simulation is used increasingly in medical education, and there is increasing awareness of the impact of simulation scenarios on emotional state and cognitive load and how these impact learning.1 There is growing awareness of the requirement to equip veterinarians with skills for managing high-pressure environments and provide training on human factors.

METHODS

Veterinary students participated in a high-fidelity immersive simulation of a road traffic collision involving multiple casualties. The students took part in the same simulation twice, the second time after a debrief. Each participant's emotional state and cognitive load were assessed after participating in each simulation. Each participant was asked to score the effect of pressure on their performance.

RESULTS

One hundred twenty-five students participated and demonstrated a higher cognitive load with more positive emotional states during the second scenario after the completion of a structured debrief and discussion focusing on pressure relief techniques (cognitive load - ¯μ Scenario run 1 = 4.44 ± 1.85 [SD], ¯μ Scenario2 = 5.69 ± 1.74 [SD]). Most (63%) participants described being in a low-performance state of frazzle during the first scenario compared with most (61%) who described being in a high-performance state of flow during the second.

CONCLUSION

Immersive simulation scenarios, with structured debriefing, may allow the measurement of emotional state and cognitive load in participants. Furthermore, this study suggests that curriculum training in human factors and pressure relief techniques, coupled with immersive simulation and debrief, may improve future performance in high-stakes and high-pressure scenarios.