Introduction: Controversy exists in the simulation community as to the emotional and educational ramifications of mannequin death due to learner action or inaction. No theoretical framework to guide future investigations of learner actions currently exists. The purpose of our study was to generate a model of the learner experience of mannequin death using a mixed methods approach. Methods: The study consisted of an initial focus group phase composed of 11 learners who had previously experienced mannequin death due to action or inaction on the part of learners as defined by Leighton (Clin Simul Nurs. 2009;5(2):e59-e62). Transcripts were analyzed using grounded theory to generate a list of relevant themes that were further organized into a theoretical framework. With the use of this framework, a survey was generated and distributed to additional learners who had experienced mannequin death due to action or inaction. Results: were analyzed using a mixed methods approach. Results: Forty-one clinicians completed the survey. A correlation was found between the emotional experience of mannequin death and degree of presession anxiety (P < 0.001). Debriefing was found to significantly reduce negative emotion and enhance satisfaction. Sixty-nine percent of respondents indicated that mannequin death enhanced learning. These results were used to modify our framework. Conclusions: Using the previous approach, we created a model of the effect of mannequin death on the educational and psychological state of learners. We offer the final model as a guide to future research regarding the learner experience of mannequin death.

The Centers for Disease Control and Prevention defines intimate partner violence (IPV) as abuse or aggression including physical and sexual violence, stalking, and psychological aggression in romantic relationships between current and former spouses and dating partners. In the United States alone, about 41% of women and 26% of men experience IPV incidences during their lifetimes, emphasizing the importance of IPV screening by healthcare providers across all specialties. Learning how to mitigate the past experiences of IPV survivors in healthcare settings requires a trauma-informed lens that starts in and includes those in the medical education classroom. Establishing a trauma-informed educational framework requires recognizing the risk of generating secondary traumatic stress in learners while mitigating the risk of retraumatization among unknown IPV survivors within the classroom. This thesis provides insights into a workshop that involved the participation of fourth-year medical students at an academic medical center that used a multidisciplinary approach to teaching about intimate partner violence. / Urban Bioethics

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