Experiential learning modalities, such as simulation, depend on learners engaging authentically with learning environments that are, by design, artificial. The concept of suspension of disbelief, a term appropriated from theater and narrative studies, plays a crucial but underexamined role in determining how deeply learners engage with the environment, how they process feedback, and ultimately how effectively they learn. While technical fidelity and realism often dominate discussions of simulation design, emerging research suggests that learners’ psychological and emotional investment in an experiential learning environment may be even more important than visual or procedural accuracy. 

This session explores the cognitive and affective dimensions of suspension of disbelief in medical education. Participants will examine how belief suspension operates at the individual, social, and environmental level, and how factors such as scenario design, facilitator framing, and peer dynamics influence it. Through interactive demonstrations and case-based discussion, participants will analyze common moments when disbelief “breaks,” reflect on how this impacts learning outcomes, and identify strategies to foster productive engagement without over-reliance on hyperrealism. 

By the end of the session, participants will better understand how to intentionally design and facilitate experiential learning environments for simulation and beyond, balancing authenticity and believability to optimize learner investment while maintaining psychological safety. 

Learning Outcomes

1. Define suspension of disbelief and describe its relevance to experiential learning for medical education. 
2. Identify factors that support or disrupt suspension of disbelief during learning. 
3. Analyze how disbelief influences learner engagement, reflection, and skill acquisition. 
4. Apply practical strategies to enhance learner immersion and optimize educational outcomes.