Comparison of the psychological and physiological effects on students of a video-assisted or text introduction to a simulated task

Anne A.C. van Tetering (Corresponding author), Jacqueline L.P. Wijsman, Sophie E.M. Truijens, Annemarie F. Fransen, M.B. van der Hout-van der Jagt, S.G. Oei

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Introduction 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. Methods 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). Results 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. Discussion 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.

LanguageEnglish
Pages96-101
Number of pages6
JournalBMJ Simulation and Technology Enhanced Learning
Volume5
Issue number2
DOIs
StatePublished - 1 Apr 2019

Fingerprint

Medical education
video
Cortisol
Students
Psychology
Anxiety
Learning
Medical Education
Surgery
Motivation
Skin
Group
student
Heart Rate
Equipment and Supplies
Control Groups
scenario
anxiety
Sweden
Scenarios

Keywords

  • cognitive appraisal
  • medical education
  • physiological stress
  • psychological stress
  • simulation training[mesh] or ((simulation
  • [tiab] or Interactiv..

Cite this

@article{9d5cf46373cc46bea658e81473d64c32,
title = "Comparison of the psychological and physiological effects on students of a video-assisted or text introduction to a simulated task",
abstract = "Introduction 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. Methods 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). Results 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. Discussion 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.",
keywords = "cognitive appraisal, medical education, physiological stress, psychological stress, simulation training[mesh] or ((simulation, [tiab] or Interactiv..",
author = "{van Tetering}, {Anne A.C.} and Wijsman, {Jacqueline L.P.} and Truijens, {Sophie E.M.} and Fransen, {Annemarie F.} and {van der Hout-van der Jagt}, M.B. and S.G. Oei",
year = "2019",
month = "4",
day = "1",
doi = "10.1136/bmjstel-2017-000272",
language = "English",
volume = "5",
pages = "96--101",
journal = "BMJ Simulation and Technology Enhanced Learning",
issn = "2056-6697",
publisher = "BMJ Publishing Group",
number = "2",

}

Comparison of the psychological and physiological effects on students of a video-assisted or text introduction to a simulated task. / van Tetering, Anne A.C. (Corresponding author); Wijsman, Jacqueline L.P.; Truijens, Sophie E.M.; Fransen, Annemarie F.; van der Hout-van der Jagt, M.B.; Oei, S.G.

In: BMJ Simulation and Technology Enhanced Learning, Vol. 5, No. 2, 01.04.2019, p. 96-101.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Comparison of the psychological and physiological effects on students of a video-assisted or text introduction to a simulated task

AU - van Tetering,Anne A.C.

AU - Wijsman,Jacqueline L.P.

AU - Truijens,Sophie E.M.

AU - Fransen,Annemarie F.

AU - van der Hout-van der Jagt,M.B.

AU - Oei,S.G.

PY - 2019/4/1

Y1 - 2019/4/1

N2 - Introduction 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. Methods 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). Results 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. Discussion 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.

AB - Introduction 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. Methods 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). Results 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. Discussion 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.

KW - cognitive appraisal

KW - medical education

KW - physiological stress

KW - psychological stress

KW - simulation training[mesh] or ((simulation

KW - [tiab] or Interactiv..

UR - http://www.scopus.com/inward/record.url?scp=85063959529&partnerID=8YFLogxK

U2 - 10.1136/bmjstel-2017-000272

DO - 10.1136/bmjstel-2017-000272

M3 - Article

VL - 5

SP - 96

EP - 101

JO - BMJ Simulation and Technology Enhanced Learning

T2 - BMJ Simulation and Technology Enhanced Learning

JF - BMJ Simulation and Technology Enhanced Learning

SN - 2056-6697

IS - 2

ER -