Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
| Autor: | Mostafa ElSayed, Mustafa Hammad, Omneya Abumiddain, Abdelhaleem M.E. Bella, Fiza Rashid-Doubell, Salim Fredericks, Abdulla Rabeea, Leila Istwani |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Male
medicine.medical_specialty Medicine (General) Students Medical education Emotions Audiology Anxiety Education High fidelity R5-920 Cognition Interquartile range medicine Humans Learning Time point Simulation Training Medical education LC8-6691 cognitive load state-trait anxiety inventory General Medicine Special aspects of education Patient Simulation Mann–Whitney U test Female Clinical Competence medicine.symptom Psychology medical education State-Trait Anxiety Inventory Cognitive load Simulation Research Article |
| Zdroj: | Medical Education article-version (VoR) Version of Record Medical Education Online, Vol 26, Iss 1 (2021) |
| ISSN: | 1087-2981 |
| Popis: | High-fidelity clinical simulation is currently a well-established teaching tool. However, high-fidelity representations of patients in critical conditions have the potential to elicit emotions among learners and impact their cognitive load (CL). Teaching with clinical simulation may induce both emotional and cognitive overloads. The relationship between anxiety and CL during clinical simulation was studied. Forty-one undergraduate medical students participated in this study; 19 males and 22 females. The state-anxiety component of State-Trait Anxiety Inventory was administered during clinical simulation teaching sessions at time points: pre-scenario, post-scenario and post-debriefing. The Cognitive Load Scale (Leppink et al.) questionnaire was also completed post-scenario. This assessed the three components of CL: intrinsic cognitive load (ICL), extraneous cognitive load (ECL) and self-perceived learning (SPL). Median CL scores for ICL, ECL and SPL were compared between groups of low-anxiety and high-anxiety participants using a Mann-Whitney U test. State-anxiety scores were high for both the pre-scenario and post-scenario time points with a significant reduction following post-debriefing. The median (interquartile range) state-anxiety scores were 41.0 (33.0–50.0), 46.0 (33.0–52.0) and 31.0 (23.0–39.0) for the pre-scenario, post-scenario and post-debriefing time points respectively. Students with high state-anxiety had higher ECL scores (median = 2.0) than students with low state-anxiety (median = 0.9) at the post scenario time point (U = 220, p = 0.043). No statistical relation was seen with state-anxiety for either ICL or SPL. State-anxiety immediately after the simulation scenario is associated with ECL but not ICL or SPL. |
| Databáze: | OpenAIRE |
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