title: Simulation and psychology: creating, recognizing and using learning opportunities.
abstract: OBJECTIVE
  Psychology is relevant for improving the use of simulation in anesthesiology, as it allows us to describe, explain and optimize the interactions of learners and instructors as well as the design of simulation scenarios and debriefings. Much psychological expertise is not used for simulation in healthcare. This article aims to help bridging the gap between professions.
  
  
  RESULTS
  The evidence is building that simulation is effective for learning. Recent psychological work improves the understanding of why this is the case - or why not. Publications range from the elements to be simulated, to optimizing the presentation of scenarios and debriefings to an organizational overview of how simulation can contribute to patient safety, healthcare worker well-beings and quality of care. The psychological analysis helps in capturing the salient characteristics of the tasks to be simulated and in implementing them in a relevant learning setting.
  
  
  CONCLUSIONS
  Using psychology in simulation allows us to create, recognize and use learning opportunities. The motivations of those involved can be taken into account and the simulation activity can be channeled into a goal-oriented direction.
  
  
  BACKGROUND
  See the Video Supplementary Digital Content 1 (http://links.lww.com/COAN/A26).
authors.affiliation: aDanish Institute for Medical Simulation, Capital Region of Denmark, Herlev Hospital, Denmark bVU University Medical Center, Department of Anesthesiology, ADAM Simulation Center, Amsterdam, The Netherlands.
authors.forename: Peter
authors.initials: P
authors.lastname: Dieckmann
authors.forename: Ralf
authors.initials: R
authors.lastname: Krage
mesh_terms: D000776:Anesthesiology / Q000193:education*; D006801:Humans; D007858:Learning; D016544:Patient Simulation; D011584:Psychology