基于模拟的产科内科培训的有效性：认知负荷和情绪对知识获取与保留的影响。
Effectiveness of simulation-based training for obstetric internal medicine: Impact of cognitive load and emotions on knowledge acquisition and retention.
作者信息
Hurd Kelle D, Vlasschaert Meghan Eo, Hawkins T Lee Ann, Haws Jolene, Kupis Julia N, Ma Irene Wy
机构信息
Division of General Internal Medicine, Department of Medicine, University of Calgary, Calgary, Canada.
Department of Obstetrics and Gynaecology, University of Calgary, Calgary, Canada.
出版信息
Obstet Med. 2021 Dec;14(4):242-247. doi: 10.1177/1753495X211011915. Epub 2021 May 12.
BACKGROUND
Simulation-based training's impact on learning outcomes may be related to cognitive load or emotions during training. We evaluated the association of validated measures of cognitive load and emotion with learning outcomes in simulation-based obstetric internal medicine cases.
METHODS
All internal medicine learners (n = 15) who completed the knowledge test pre-training, post-training (knowledge acquisition), and at 3-6 months (knowledge retention) for all three simulation cases were included.
RESULTS
Mean knowledge scores differed over time in all three cases (p < 0.0001 for all). Knowledge retention scores were significantly higher only for cases 1 and 3. Cognitive load associated with frustration was positively associated with knowledge acquisition for case 2 (beta = 5.18, P = 0.007), while excitement was negatively associated with knowledge retention in case 1 (beta = -33.07, p = 0.04).
CONCLUSION
Simulation-based education for obstetric internal medicine can be effective in select cases. Attention to cognitive load and emotion may optimize learning outcomes.
背景
基于模拟的培训对学习成果的影响可能与培训期间的认知负荷或情绪有关。我们评估了在基于模拟的产科内科病例中，经过验证的认知负荷和情绪测量指标与学习成果之间的关联。
方法
纳入了所有完成了针对三个模拟病例的培训前、培训后（知识获取）以及3至6个月后（知识保留）知识测试的内科学习者（n = 15）。
结果
在所有三个病例中，平均知识分数随时间有所不同（所有p < 0.0001）。仅病例1和病例3的知识保留分数显著更高。与挫折相关的认知负荷与病例2的知识获取呈正相关（β = 5.18，P = 0.007），而兴奋与病例1的知识保留呈负相关（β = -33.07，p = 0.04）。
结论
产科内科的基于模拟的教育在特定病例中可能有效。关注认知负荷和情绪可能会优化学习成果。
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