Research Information System
Epilepsy and Behavior, vol.180, 2026 (SCI-Expanded, Scopus)
Background and Purpose: Although numerous studies have examined teachers’ knowledge and attitudes toward epilepsy, research focusing on their practical emergency seizure management remains limited. This study examined the effectiveness of Visually Enhanced Mental Simulation (VEMS) in improving seizure-response skills and attitudes among pre-service teachers. Methods: A single-group pretest–posttest quasi-experimental design was conducted with 45 final-year teacher candidates from a public university in Türkiye between 13 and 31 May 2024. Participants received theoretical instruction followed by a structured VEMS-based scenario and guided debriefing. Seizure-response performance was evaluated using the Epileptic Seizure First Response Evaluation Form, and attitudes were assessed using the Social Attitudes Toward Childhood Epilepsies Scale. Results: Post-intervention performance scores were significantly higher than pre-intervention scores (117.56 ± 9.57 vs. 79.56 ± 23.93, p < 0.001). Attitude scores also improved (p < 0.001), reflecting more positive perceptions of epilepsy. Conclusions: VEMS-based training improved teacher candidates’ practical seizure-response skills and attitudes toward epilepsy. Integrating experiential, simulation-based approaches into teacher education may enhance knowledge and foster greater confidence, competence, and preparedness for epilepsy-related emergencies in school settings.