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84   Chapter 4 37. Helmich E, Diachun L, Joseph R, et al. “Oh my God, I can’t handle this!”: trainee’s emotional responses to complex situations. Med Educ 2018; 52(2):206–15. 38. Baker BG, Bhalla A, Doleman B, et al. Simulation fails to replicate stress in trainees performing a technical procedure in the clinical environment. Med Teach 2017; 39(1):53–7. 39. Willis R, Erwin D, Adelaja F. Struggling prior to a teaching event results in superior short-term skills acquisition in novice learners. J Surg Educ 2020; 77(1):34-39. 40. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: A best evidence practical guide. AMEE medical education guide no. 82. Med Teach 2013; 35(10):e1511–30. 41. Hamstra SJ, Brydges R, Hatala R, Zendejas B, Cook DA. Reconsidering fidelity in simulation- based training. Acad Med 2014; 89(3):387–92. 42. Garden A, Le Fevre D, Waddington H, Weller J. Debriefing after simulation-based non- technical skill training in healthcare: A systematic review of effective practice. Anaesth Intens Care 2015; 43(3):300–8. 43. Fraser K, McLaughlin K. Temporal pattern of emotions and cognitive load during simulation training and debriefing. Med Teach 2019; 41(2):184–9. 44. Zendejas B, Cook DA, Farley DR. Teaching first or teaching last: does the timing matter in simulation-based surgical scenarios? J Surg Educ 2010; 67(6):432–8.

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