Cau Marine, Sandoval Juan, Arguel Amaël, Breque Cyril, Huet Nathalie, Cau Jerome, Laribi Med Amine
CLLE, CNRS, UMR5263, University of Toulouse, 31058 Toulouse, France.
Department GMSC, Pprime Institute, CNRS-University of Poitiers-ENSMA, UPR 3346, 86073 Poitiers, France.
J Clin Med. 2022 Mar 3;11(5):1398. doi: 10.3390/jcm11051398.
Classical surgical education has to face both a forensic reality and a technical issue: to train a learner in more complex techniques in an increasingly short time. Moreover, surgical training is still based on an empirical hierarchical relationship in which learners must reproduce a sequence of actions in a situation of strong emotional pressure. However, the effectiveness of learning and its quality are linked to the emotional states in which learners find themselves. Among these emotions, epistemic confusion can be found that arises in complex learning situations where there is a cognitive imbalance related to the comprehension of the task, and which results from a rupture between the pre-established patterns of the learner and the new learning task. Although one knows that confusion can have a beneficial or a negative impact on learning, depending on whether it is well regulated or not, the factors that can influence it positively are still poorly understood. Thus, the objective of this experiment is to assess the impact of confusion on the learning of a surgical procedure in an augmented reality context and to determine if this impact varies according to the feedback given to the learners and according to the occurrence of disruptive events. Medical externs were recruited ( = 15) who were required to perform a suturing task on a simulator and whose performance was measured using a Motion Capture (MoCap) system. Even though the statistical analyzes did not allow a conclusion to be reached, the protocol already established makes it possible to consider a longer-term study that will allow (by increasing the number of sessions and the number of participants) more significant results to be obtained in order to develop new surgical learning protocols. This preliminary study opens a new field of research on the influence of epistemic emotions, and more particularly of confusion, which is likely to upset traditional surgical teaching, and is based on negative conditioning and strong emotions with negative valence as well as stress and coercion.
即在越来越短的时间内培训学习者掌握更复杂的技术。此外，外科手术培训仍然基于一种经验性的等级关系，在这种关系中，学习者必须在强大的情感压力下重现一系列动作。然而，学习的有效性及其质量与学习者所处的情感状态相关。在这些情绪中，可以发现认知困惑，它出现在复杂的学习情境中，即与任务理解相关的认知失衡，这是由于学习者预先建立的模式与新的学习任务之间的脱节所导致的。尽管人们知道困惑对学习可能产生有益或负面的影响，这取决于它是否得到良好的调节，但对其能产生积极影响的因素仍知之甚少。因此，本实验的目的是评估困惑在增强现实环境中对外科手术学习的影响，并确定这种影响是否会根据给予学习者的反馈以及干扰事件的发生而有所不同。招募了15名医学实习生，要求他们在模拟器上执行缝合任务，并使用动作捕捉（MoCap）系统测量其表现。尽管统计分析未能得出结论，但已建立的方案使得可以考虑进行一项长期研究，该研究将（通过增加课程数量和参与者数量）获得更显著的结果，以便制定新的外科手术学习方案。这项初步研究开启了一个关于认知情绪影响的新研究领域，尤其是困惑的影响，它可能会颠覆传统的外科手术教学，而传统教学基于负面条件作用以及带有负性效价的强烈情绪、压力和强制手段。
