Melaka-Manipal Medical College, Jalan Batu Hampar, Bukit Baru, Melaka, Malaysia.
Med J Malaysia. 2020 May;75(3):209-215.
Simulation of the clinical setting incorporates an educational approach connecting a learner to a particular environment of learning. Undergraduate students in the health sector experience anxiety during simulation that influences their performance which ultimately affects their learning outcome. This study attempts to correlate the impact of stressors on learning outcome of high-fidelity patient simulation (HFPS) in undergraduate medical education.
This research is to analyze the impact of stressors and its relevance on the learning outcome of HFPS as a teaching-learning tool for the management of emergency surgical conditions including trauma.
This study is a Quasi-experimental time series design. A total number of 347 final-year undergraduate (MBBS) students of Melaka-Manipal Medical College, Malaysia. They were grouped and assessed individually by pre-test and post-tests on their knowledge, performance and associated stressor scores. The one-way repeated measure of Analysis of Variance (ANOVA) was used to determine the statistically significant differences in total score at pre-test simulation and post-test-simulation sessions. Friedman test was used for assessment of individual components of stressors. Pre-test and post-tests scores were compared to note progress in confidence and stress reduction. P value <0.001 was considered statistically significant.
ANOVA with Bonferroni post hoc analysis showed a statistically significant (p <0.001) difference in stressor score over time. The drop-in stress was significant initially but flattened out later.
Stress significantly decreased as the students were exposed to more sessions of HFPS which ultimately translated into better learning outcome.
模拟临床环境采用一种教育方法，将学习者与特定的学习环境联系起来。卫生部门的本科生在模拟过程中会感到焦虑，这会影响他们的表现，进而影响他们的学习成果。本研究试图探讨压力源对本科医学教育中高保真患者模拟（HFPS）学习成果的影响。
本研究旨在分析压力源的影响及其与 HFPS 作为包括创伤在内的紧急手术情况管理的教学工具的学习成果的相关性。
这是一项准实验时间序列设计研究。共有 347 名马来西亚马六甲-马尼帕尔医学院的最后一年医学学士（MBBS）学生参与了这项研究。他们被分组并进行个体评估，通过预测试和后测试评估他们的知识、表现和相关的压力源得分。采用单向重复测量方差分析（ANOVA）来确定预测试模拟和后测试模拟会话中总得分的统计学显著差异。采用弗里德曼检验评估压力源的各个组成部分。比较预测试和后测试的分数，以记录信心和压力减轻方面的进展。p 值<0.001 被认为具有统计学意义。
带有 Bonferroni 事后分析的 ANOVA 显示，压力源得分随时间呈现出统计学上显著的差异（p<0.001）。初始时的下降压力显著，但后来趋于平稳。
随着学生接触到更多的 HFPS 课程，压力显著降低，最终转化为更好的学习成果。
