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Introduction The medical pause is a theoretical framework describing how brief interruptions in clinical activities can optimize cognitive load through reflection and relaxation. However, little is known about what occurs during instructor-prompted and learner-led pauses in simulation-based training. This study investigates whether reflection or relaxation predominates during the specific pauses and how these activities influence cognitive load and performance. Methods Fifty-two medical students (13 teams) participated in an emergency medicine team simulation, assigned either to a pause group or a control group. A mixed-methods design was employed, combining semi-structured focus group interviews with quantitative assessments of cognitive load and performance. Results Three themes emerged: (1) dynamic fluctuations of cognitive load at the individual level, (2) perceived usefulness of pausing, and (3) the central role of team leadership. Reflecting the dynamic nature, no significant quantitative differences were found between groups at the individual level. However, Bayesian analysis provided anecdotal evidence that leaders in the pause group experienced higher germane load, suggesting greater reflective engagement during pauses. Discussion These findings indicate that the pauses may foster reflection, particularly among leaders. The study discusses the limitations of one-time quantitative measures in complex simulations and recommends adopting team-based rather than individual-level analyses of cognitive load and performance in future research.
Lee et al. (Thu,) studied this question.