Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation

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 emot...

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Autores principales:	Salim Fredericks, Mostafa ElSayed, Mustafa Hammad, Omneya Abumiddain, Leila Istwani, Abdulla Rabeea, Fiza Rashid-Doubell, Abdelhaleem M.E. Bella
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	simulation cognitive load anxiety state-trait anxiety inventory medical education Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/0771b8e6b95d426383de3aaf86832aef
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spelling	oai:doaj.org-article:0771b8e6b95d426383de3aaf86832aef2021-11-04T15:00:41ZAnxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation1087-298110.1080/10872981.2021.1994691https://doaj.org/article/0771b8e6b95d426383de3aaf86832aef2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/10872981.2021.1994691https://doaj.org/toc/1087-2981High-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.Salim FredericksMostafa ElSayedMustafa HammadOmneya AbumiddainLeila IstwaniAbdulla RabeeaFiza Rashid-DoubellAbdelhaleem M.E. BellaTaylor & Francis Grouparticlesimulationcognitive loadanxietystate-trait anxiety inventorymedical educationSpecial aspects of educationLC8-6691Medicine (General)R5-920ENMedical Education Online, Vol 26, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	simulation cognitive load anxiety state-trait anxiety inventory medical education Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	simulation cognitive load anxiety state-trait anxiety inventory medical education Special aspects of education LC8-6691 Medicine (General) R5-920 Salim Fredericks Mostafa ElSayed Mustafa Hammad Omneya Abumiddain Leila Istwani Abdulla Rabeea Fiza Rashid-Doubell Abdelhaleem M.E. Bella Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
description	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.
format	article
author	Salim Fredericks Mostafa ElSayed Mustafa Hammad Omneya Abumiddain Leila Istwani Abdulla Rabeea Fiza Rashid-Doubell Abdelhaleem M.E. Bella
author_facet	Salim Fredericks Mostafa ElSayed Mustafa Hammad Omneya Abumiddain Leila Istwani Abdulla Rabeea Fiza Rashid-Doubell Abdelhaleem M.E. Bella
author_sort	Salim Fredericks
title	Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
title_short	Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
title_full	Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
title_fullStr	Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
title_full_unstemmed	Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
title_sort	anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/0771b8e6b95d426383de3aaf86832aef
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Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation

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