Ahn Byunghoon Tony, Maurice-Ventouris Meagane, Bilgic Elif, Yang Alison, Lau Clarissa Hin-Hei, Peters Hannah, Li Kexin, Chang-Ou Deuscies, Harley Jason M
Department of Surgery, McGill University, Montreal, Canada.
Department of Pediatrics, McMaster University, Hamilton, Canada.
Adv Simul (Lond). 2023 Sep 16;8(1):22. doi: 10.1186/s41077-023-00258-z.
While acknowledgement of emotions' importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows.
The scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses.
A total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence.
Our scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.
虽然人们逐渐认识到情感在基于模拟的教育中的重要性，但对于教育研究者如何理解情感概念，以便将充满情感的场景有意融入基于模拟的教育中，仍存在担忧。在医学教育往往缺乏强大理论整合的背景下，这种担忧尤为突出。为了梳理当前基于模拟的教育文献如何概念化情感，我们对以医学生、住院医师和研究员为特色的基于模拟的教育文章中情感及密切相关的概念（如压力和情商）的概念化方式进行了一项范围综述。
范围综述基于通过数据库搜索（EMBASE和Medline）和手工检索文章确定的过去十年发表的文章进行。数据提取包括文章中涉及的数据结构、其定义、使用的工具以及所捕捉到的情感类型。仅纳入实证文章（例如，不包括综述或观点文章）。通过描述性分析对数据进行制表。
共审查了141篇文章。88篇文章中提到了压力，45篇和34篇文章分别强调了情感和情商。情感的概念化缺乏理论整合。情感测量大多依赖自我报告，而压力通常通过生理和自我报告测量。焦虑等负面情绪有时被视为与压力一词可互换。未从参与者的情商推断出他们的特定情感。
我们的范围综述表明，基于模拟的教育中的学习者最常感到焦虑和恐惧。然而，这部分是由于医学教育优先测量负面情绪。在研究情感和压力时进一步进行理论整合可能有助于拓宽范围，涵盖其他类型的情感，并更好地概念化它们的影响。我们呼吁模拟教育研究者反思他们如何理解情感，以及他们的理解是否可能忽略其模拟参与者可能有的情感体验的任何特定方面。
