First, do no harm: using simulated patient death to enhance learning?

摘要

Editor - DeMaria et al.1 describe how emotional stressors enhance participants' performance in simulated cardiopulmonary arrest. Although we agree that psychological fidelity2 facilitates simulation-based learning, we are concerned that participants in the Emotional Content (EC) group in this intervention were required to 'pronounce the patient dead...and to talk to the family member who [was] waiting outside'. Furthermore, in the debrief, EC group participants were told that 'the scenario was not designed to end in failure and that the patient could have been saved'.