From the Royal (Dick) School of Veterinary Studies (K.P., J.R.D.M., C.M.), University of Edinburgh, Easter Bush, Midlothian, Scotland; Emergency Medical Retrieval Service (S.H.), ScotSTAR, Paisley, Scotland; and Glasgow Equine Hospital and Practice (P.J.P), School of Biodiversity, One Health & Veterinary Medicine, University of Glasgow, Glasgow, Scotland.
Simul Healthc. 2024 Oct 1;19(5):e75-e83. doi: 10.1097/SIH.0000000000000771. Epub 2024 Jan 11.
Immersive simulation is used increasingly in medical education, and there is increasing awareness of the impact of simulation scenarios on emotional state and cognitive load and how these impact learning. 1 There is growing awareness of the requirement to equip veterinarians with skills for managing high-pressure environments and provide training on human factors.
Veterinary students participated in a high-fidelity immersive simulation of a road traffic collision involving multiple casualties. The students took part in the same simulation twice, the second time after a debrief. Each participant's emotional state and cognitive load were assessed after participating in each simulation. Each participant was asked to score the effect of pressure on their performance.
One hundred twenty-five students participated and demonstrated a higher cognitive load with more positive emotional states during the second scenario after the completion of a structured debrief and discussion focusing on pressure relief techniques (cognitive load - ¯ μ Scenario run 1 = 4.44 ± 1.85 [SD], ¯ μ Scenario2 = 5.69 ± 1.74 [SD]). Most (63%) participants described being in a low-performance state of frazzle during the first scenario compared with most (61%) who described being in a high-performance state of flow during the second.
Immersive simulation scenarios, with structured debriefing, may allow the measurement of emotional state and cognitive load in participants. Furthermore, this study suggests that curriculum training in human factors and pressure relief techniques, coupled with immersive simulation and debrief, may improve future performance in high-stakes and high-pressure scenarios.
沉浸式模拟在医学教育中越来越多地被使用，人们越来越意识到模拟场景对情绪状态和认知负荷的影响，以及这些因素如何影响学习。1 人们越来越意识到需要为兽医配备管理高压环境的技能，并提供人为因素方面的培训。
兽医学生参与了一次涉及多名伤员的高保真度沉浸式道路交通碰撞模拟。学生们两次参加了相同的模拟，第二次是在汇报后。每次模拟后，评估每位参与者的情绪状态和认知负荷。每位参与者都被要求对压力对其表现的影响进行评分。
共有 125 名学生参加，在完成了一次重点讨论减压技巧的结构化汇报和讨论后，他们在第二个场景中表现出更高的认知负荷和更积极的情绪状态（认知负荷-¯μ 场景运行 1 = 4.44 ± 1.85[SD]，¯μ 场景 2 = 5.69 ± 1.74[SD]）。与第一次模拟中大多数（63%）参与者描述自己处于疲惫状态相比，大多数（61%）参与者在第二次模拟中描述自己处于流畅状态。
具有结构化汇报的沉浸式模拟场景可以测量参与者的情绪状态和认知负荷。此外，本研究表明，人为因素和减压技巧的课程培训，加上沉浸式模拟和汇报，可能会提高在高风险和高压场景下的未来表现。
