van Tetering Anne Ac, Wijsman Jacqueline Lp, Truijens Sophie Em, Fransen Annemarie F, van der Hout-van der Jagt M Beatrijs, Oei S Guid
Department of Obstetrics and Gynaecology, Maastricht University Medical Centre, Maastricht, The Netherlands.
Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, The Netherlands.
BMJ Simul Technol Enhanc Learn. 2018 Apr 28;5(2):96-101. doi: 10.1136/bmjstel-2017-000272. eCollection 2019.
The use of different methods for introducing the scenario in simulation-based medical education has not been investigated before and may be a useful element to optimise the effectiveness of learning. The aim of this study was to compare an immersive video-assisted introduction to a minimal text-based one, with regard to emotional assessment of the situation.
In this pilot study, 39 students participated in a medical simulated scenario. The students were randomly assigned to an experimental group (video-assisted introduction) or a control group (minimal textual introduction) and both were followed by performing surgery on LapSim (Surgical Science, Gothenburg, Sweden). The emotional assessment of the situation, cognitive appraisal, was defined as the ratio of the demands placed by an individual's environment (primary appraisal) to that person's resources to meet the demands (secondary appraisal). Secondary outcomes were anxiety (State-Trait Anxiety Inventory), physiological parameters (heart rate, heart rate variability, skin conductance, salivary cortisol), engagement (Game Engagement Questionnaire), motivation (Intrinsic Motivation Inventory) and performance (mean score in percentage calculated by LapSim of predefined levels).
Participants in the immersive video group (n=17) were overloaded in terms of their perceived demands (a ratio of 1.17, IQR 0.30) compared with those in the control group (a ratio of 1.00, IQR 0.42, n=22) (P=0.01). No significant differences were found between the groups in secondary outcomes. Both groups showed an increase of anxiety after the introduction method. In the experimental group, this score increased from 9.0 to 11.0, and in the textual group from 7.5 to 10.5, both P<0.01.
This study shows that the method of introducing a simulated scenario may influence the emotional assessment of the situation. It may be possible to make your simulation introduction too immersive or stimulating, which may interfere with learning. Further research will be necessary to investigate the impact and usefulness of these findings on learning in simulation-based medical education.
在基于模拟的医学教育中，使用不同方法引入场景此前尚未得到研究，而这可能是优化学习效果的一个有益因素。本研究的目的是就情景的情感评估，比较沉浸式视频辅助引入与最少文本引入。
在这项试点研究中，39名学生参与了一个医学模拟情景。学生们被随机分配到实验组（视频辅助引入）或对照组（最少文本引入），两组随后都在LapSim（瑞典哥德堡外科科学公司）上进行手术操作。情景的情感评估，即认知评价，被定义为个体环境提出的要求（初级评价）与该个体满足这些要求的资源之比（次级评价）。次要结果包括焦虑（状态-特质焦虑量表）、生理参数（心率、心率变异性、皮肤电导率、唾液皮质醇）、参与度（游戏参与问卷）、动机（内在动机量表）和表现（LapSim对预定义水平计算的平均得分百分比）。
与对照组（比值为1.00，四分位距0.42，n = 22）相比，沉浸式视频组（n = 17）的参与者在感知需求方面负担过重（比值为1.17，四分位距0.30）（P = 0.01）。两组在次要结果上未发现显著差异。两种引入方法后两组的焦虑水平均有所上升。实验组中，该分数从9.0升至11.0，文本组从7.
