Centre for Health Education Scholarship, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada.
Acad Med. 2012 Oct;87(10):1316-22. doi: 10.1097/ACM.0b013e3182675af2.
Medical school and residency are emotional experiences for trainees. Most research examining emotion in medicine has focused on negative moods associated with physician burnout and poor quality of life. However, positive emotional states also may have important influences on student learning and performance. The authors present a review of the literature on the influence of emotion on cognition, specifically how individuals learn complex skills and knowledge and how they transfer that information to new scenarios.
From September 2011 to February 2012, the authors searched Medline, PsycInfo, GoogleScholar, ERIC, and Web of Science, as well as the reference lists of relevant articles, for research on the interaction between emotion, learning, and knowledge transfer. They extracted representative themes and noted particularly relevant empirical findings.
The authors found articles that show that emotion influences various cognitive processes that are involved in the acquisition and transfer of knowledge and skills. More specifically, emotion influences how individuals identify and perceive information, how they interpret it, and how they act on the information available in learning and practice situations.
There are many ways in which emotions may influence medical education. Researchers must further explore the implications of these findings to ensure that learning is not treated simply as a rational, mechanistic process but that trainees are effectively prepared to perform under a wide range of emotional conditions.
医学院校和住院医师培训对学员来说是情感体验。大多数研究医学中的情绪的研究都集中在与医生倦怠和生活质量差相关的负面情绪上。然而，积极的情绪状态也可能对学生的学习和表现产生重要影响。作者对情绪对认知的影响进行了文献回顾，特别是个人如何学习复杂技能和知识以及如何将这些信息转移到新的情景中。
从 2011 年 9 月至 2012 年 2 月，作者在 Medline、PsycInfo、Google Scholar、ERIC 和 Web of Science 以及相关文章的参考文献列表中搜索了关于情绪、学习和知识转移之间相互作用的研究。他们提取了有代表性的主题，并注意到特别相关的实证发现。
作者发现的文章表明，情绪影响着获取和转移知识和技能所涉及的各种认知过程。更具体地说，情绪影响个人识别和感知信息的方式，他们如何解释信息，以及他们如何根据学习和实践情况中的可用信息采取行动。
情绪可能会以多种方式影响医学教育。研究人员必须进一步探索这些发现的含义，以确保学习不仅仅被视为一个理性的、机械的过程，而是培训生能够有效地为各种情绪状态做好准备。
