Self-Reported Emotions in Simulation-Based Learning: Active Participants vs. Observers.

Area of Science:

• Medical Education
• Simulation-Based Learning
• Psychology

Background:

• Simulation-based education (SBE) is believed to enhance learning through active participation.
• Recent studies suggest active participants learn similarly to observers.
• Active participation may induce stress and anxiety, potentially hindering learning.

Purpose of the Study:

• To investigate if active participation in simulations elicits different emotional arousal than observing.
• To test the hypothesis that active roles lead to higher negative emotions.
• To explore the impact of emotional arousal on learning in SBE.

Main Methods:

• Pediatric residents participated in simulations, alternating between active and observer roles.
• The Positive and Negative Affect Scale (PANAS) measured emotional arousal post-simulation.
• Learning was assessed using multiple-choice questions to evaluate knowledge retention.

Main Results:

• Residents reported higher positive and negative emotional arousal in active roles versus observer roles.
• No significant difference in learning or knowledge retention was detected between active and observer roles.
• Emotional arousal levels did not correlate with learning outcomes in this study.

Conclusions:

• Increased emotional arousal in active simulation roles has implications for SBE design.
• Current findings suggest emotional responses during simulation do not impede learning.
• Future research should focus on detecting learning differences and exploring influencing factors like learner expertise.