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Emotion, cognitive load and learning outcomes during simulation training.

Kristin Fraser1, Irene Ma, Elise Teteris

  • 1Office of Undergraduate Medical Education, University of Calgary, Calgary, Alberta, Canada.

Medical Education
|October 20, 2012
PubMed
Summary
This summary is machine-generated.

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High emotions and cognitive load during medical simulation training negatively impact diagnostic skills. Reducing cognitive load is crucial for improving student performance in recognizing cardiac murmurs after training.

Area of Science:

  • Medical Education
  • Cardiology Simulation
  • Cognitive Psychology

Background:

  • Simulation training is vital for medical students but suboptimal outcomes persist.
  • High failure rates in recognizing trained cardiac murmurs suggest underlying issues.
  • Emotions and cognitive overload may impede learning during simulation.

Purpose of the Study:

  • To assess student emotions during simulation.
  • To explore links between emotion, cognitive load, and diagnostic performance.
  • To identify factors affecting learning in simulation environments.

Main Methods:

  • 84 first-year medical students trained on aortic stenosis murmur.
  • Post-training assessment of emotion and cognitive load.
  • Evaluation of diagnostic performance for trained and novel murmurs.

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Main Results:

  • Two emotion components identified: invigoration and tranquillity.
  • Invigoration associated with increased cognitive load (β=0.63, p=0.001).
  • Tranquillity associated with decreased cognitive load (β=-0.44, p=0.009).
  • Higher cognitive load significantly reduced odds of identifying the trained murmur (OR=0.27, p=0.004).

Conclusions:

  • Increased invigoration and decreased tranquillity correlate with higher cognitive load.
  • Cognitive load negatively impacts the ability to recall trained cardiac murmurs.
  • Further research needed on strategies to manage emotion and cognitive load in simulation.