Institute of Medical Education Research Rotterdam, Erasmus Medical Centre, Rotterdam, The Netherlands.
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands.
BMC Med Educ. 2023 Jan 28;23(1):72. doi: 10.1186/s12909-022-03996-2.
Medical trainees often encounter situations that trigger emotional reactions which may hinder learning. Evidence of this effect on medical trainees is scarce and whether it could be counteracted is unclear. This study investigated the effect of negative emotions on medical residents' learning and whether cognitive reappraisal counteracts it.
Ninety-nine medical residents participated in a three-phase experiment consisting of: (1) watching a video, either a neutral or an emotion-induction version, the latter either followed by cognitive reappraisal or not (2) learning: all participants studied the same medical text; study-time and cognitive engagement were measured; (3) test: a recall-test measured learning. Data was analysed using Chi-square test and one-way ANOVA.
Study time significantly varied between conditions (p = 0.002). The two emotional conditions spent similar time, both significantly less than the neutral condition. The difference in test scores failed to reach significance level (p = 0.053). While the emotional conditions performed similarly, their scores tended to be lower than those of the neutral condition.
Negative emotions can adversely affect medical residents' learning. The effect of emotions was not counteracted by cognitive reappraisal, which has been successfully employed to regulate emotions in other domains. Further research to examine emotion regulation strategies appropriate for medical education is much needed.
医学实习生经常会遇到引发情绪反应的情况，而这些情绪反应可能会阻碍学习。关于这种情绪反应对医学实习生的影响的证据很少，也不清楚是否可以加以抵消。本研究调查了负性情绪对医学住院医师学习的影响，以及认知重评是否可以抵消这种影响。
99 名医学住院医师参加了一个三阶段的实验，包括：（1）观看视频，观看中性或情绪诱导的视频，后者之后是否进行认知重评；（2）学习：所有参与者学习相同的医学文本；测量学习时间和认知投入；（3）测试：回忆测试测量学习。使用卡方检验和单因素方差分析对数据进行分析。
学习时间在不同条件下存在显著差异（p=0.002）。两个情绪条件花费的时间相似，均显著少于中性条件。测试分数的差异没有达到显著水平（p=0.053）。虽然情绪条件的表现相似，但它们的分数往往低于中性条件。
负性情绪会对医学住院医师的学习产生不利影响。认知重评并没有抵消情绪的影响，认知重评在其他领域成功地被用来调节情绪。需要进一步研究适合医学教育的情绪调节策略。
