Department of Neurology, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany.
Institute of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany.
Ann Med. 2021 Dec;53(1):1991-1998. doi: 10.1080/07853890.2021.1996626.
Homoeostasis of the autonomic nervous system (ANS) contributes to cognitive functional integrity in learners and can be greatly influenced by emotions and stress. While moderate stress can enhance learning and memory processes, long-term stress compromises learning performance in a face-to-face classroom environment. Integrative online learning and communication tools were shown to be beneficial for visualization and comprehension but their effects on the ANS are poorly understood. We aim to assess the effects of video conference-supported live lectures compared to on-site classroom teaching on autonomic functions and their association with learning performance.
Fifty mentally and physically healthy medical students will be enrolled in a randomized two-period crossover study. Subjects will attend a seminar, which is held in face-to-face and simultaneously transmitted videoconference. Subjects will be allocated in two arms in a randomized sequence determining the order in which both seminar settings will be attended. At baseline and throughout the interactive seminar subjects will undergo detailed autonomic testing comprising neurocardiac (heart rate variability), sudomotor (sympathetic skin response), neurovascular (laser Doppler flowmetry) and pupillomotor (pupillography) function. Furthermore, learning progress will be evaluated using pre- and post-tests on the seminar subject and emotions will be assessed using profile of mood state (POMS) questionnaire.
Carryover effects will be handled using a two-way repeated measures (mixed model). Between-group differences (baseline vs face-to-face vs videoconference) will be determined using one-way analysis of variance ANOVA followed by Student-Newman-Keul test.
This study may elucidate complex interactions between autonomic and emotional dynamics during conventional on-site and video conference-based teaching, thus providing a basis for customized learning and teaching methods. Understanding and utilizing advanced distance learning strategies is particularly important during the current pandemic, which has been limiting on-site teaching dramatically in nearly all countries of the world.
自主神经系统（ANS）的平衡有助于学习者认知功能的完整性，并且会受到情绪和压力的极大影响。适度的压力可以增强学习和记忆过程，而长期的压力会影响面对面课堂环境中的学习表现。综合在线学习和交流工具有利于可视化和理解，但它们对自主神经系统的影响知之甚少。我们旨在评估视频会议支持的现场讲座与现场课堂教学相比对自主功能的影响及其与学习成绩的关系。
将 50 名身心健康的医学生纳入随机两周期交叉研究。受试者将参加一个研讨会，该研讨会以面对面和同时视频会议的形式进行。受试者将根据随机顺序分配到两个臂中，确定参加两个研讨会设置的顺序。在基线和整个互动研讨会期间，受试者将接受详细的自主测试，包括神经心脏（心率变异性）、汗腺（交感皮肤反应）、神经血管（激光多普勒血流测量）和瞳孔运动（瞳孔描记术）功能。此外，使用研讨会主题的预测试和后测试以及使用心境状态问卷（POMS）评估情绪来评估学习进展。
将使用双向重复测量（混合模型）处理滞后效应。使用单向方差分析（ANOVA）和随后的学生-纽曼-凯尔斯检验确定组间差异（基线与面对面与视频会议）。
本研究可能阐明传统现场教学和基于视频会议的教学过程中自主和情绪动态之间的复杂相互作用，从而为定制化的学习和教学方法提供基础。在当前大流行期间，理解和利用先进的远程学习策略尤为重要，因为它极大地限制了世界上几乎所有国家的现场教学。
