Impact of Unexpected Death in Simulation: Skill Retention, Stress and Emotions

Study Overview
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Brief Summary
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Some educational researchers deliberately induce stress upon learners to in order to enhance retention; this practice is controversial and its utility must be weighed against the negative emotional effects it may have on participants. In this study we investigate the effect of the unexpected death of a simulation mannequin on the retention of non-technical and technical crisis resource management skills and consider the emotional impact of this acute stressor.

Detailed Description
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Background High-fidelity simulation is an increasingly used teaching tool that is proven to be effective for learning. According to the literature, by gradually increasing stress and emotions, more effective learning can be achieved. However, allowing the simulated patient to die, as a deliberate stressor, is controversial. There is no previous research on the educational effect of letting a simulated patient die. We aim to evaluate the effects of simulated unexpected death on skill retention, stress levels, and emotions. We hypothesize that the occurrence of unexpected death will impact skill retention, and will be associated with higher stress levels and stronger emotions. Methods After Institutional Research Ethics Board approval, 56 residents and fellows of different medical specialties will be randomized to either the intervention (unexpected death) or control (survive) group. Participants from both groups will have to individually manage a simulated cardiac arrest crisis. In the intervention group, the scenario will end by the death of the simulated patient, whilst in the control group the simulated patient will survive. Each participant will be immediately debriefed by a trained instructor. Three months later, skill retention will be assessed in a similar scenario. Crisis management performance of all scenarios will be rated by 2 blinded raters. Biological stress, cognitive appraisal, and emotions will be measured during both scenarios. Implications The impact of simulated unexpected death on skill retention of residents and fellows will provide instructors with evidence to optimize scenario design and approach the role of stress and emotions in simulation-based education.

Official Title
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Impact of Unexpected Death in Simulation: Skill Retention, Stress and Emotions

Conditions
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Crisis Resource Management (CRM) Skills, Stress, Advanced Cardiovascular Life Support (ACLS) Skills

Intervention / Treatment
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* Other: Unexpected death


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Must be a resident or a fellow in the department of anesthesiology, critical care, emergency medicine, medicine, obstetrics and gynecology, surgery or family medicine at the University of Ottawa or the University of Toronto Participants are requested to refrain from physical strains, smoking, drinking caffeinated or low pH beverages and eating for at least one hour before enrollment Participants will be included between 11 AM and 8 PM, when cortisol levels are most stable Exclusion Criteria: Not a resident or fellow in one of the departments indicated above

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Health Services Research
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| No Intervention: Control<br>The control group participants will complete a cardiac arrest simulation scenario on the first day in which the mannequin returns to spontaneous circulation at the end of the scenario. They will then complete a retention simulation session three months later. | |
| Experimental: Unexpected death<br>The experimental group participants will complete a cardiac arrest simulation scenario on the first day in which the mannequin unexpectedly dies at the end of the scenario. They will then complete a retention simulation session three months later. | Other: Unexpected death<br> <br> |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Non-technical Crisis Resource Management (CRM) skills | Assessed using the Ottawa Global Rating Scale | 3 months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Technical CRM skills | Assessed using a checklist derived from the American Heart Association's Megacode Checklist | 3 months | 
| Salivary cortisol | Biomarker of stress | 5 time points during each of the 2 simulation days | 
| State-trait anxiety inventory | Self-perceived anxiety questionnaire | 3 time points during each of the 2 simulation days | 
| Cognitive appraisal | Ratio of perceived preparedness versus demands of a task | 2 time points during each of the 2 simulation days | 
| Positive and Negative Affect Schedule (PANAS) | Classification of emotions experienced | 1 time point during each of the 2 simulation days | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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CRM Skills, ACLS, Simulation, Stress