Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study.

Area of Science:

• Medical Education
• Simulation-Based Learning
• Academic Psychology

Background:

• Simulation-based learning (SBL) is increasingly used to prepare students for clinical practice.
• Complex simulations can evoke a range of emotions, impacting learning unpredictably.
• Understanding the influence of student emotions on learning is crucial.

Purpose of the Study:

• Assess achievement emotions in medical students during ward round simulations (WRS).
• Evaluate performance scores and their correlation with experienced emotions.
• Explore students' perceptions of how emotions affect their learning.

Main Methods:

• Mixed-methods study involving undergraduate medical students.
• Utilized the Achievement Emotion Questionnaire for emotion assessment.
• Performance rated via observational tool; focus groups explored learning experiences.

Main Results:

• Students reported positive emotions (pride, enjoyment) and performed well.
• Moderate anxiety and low frustration/shame were observed.
• No significant correlation found between emotions and performance scores.

Conclusions:

• High-complexity simulations, when manageable, foster positive academic emotions.
• These positive emotions appear to enhance student learning and motivation.
• WRS can be a valuable tool for medical education.