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Impact of providing case-specific knowledge in simulation: a theory based study of learning
Jocelyn Cox1, Marion McGregor2, Dominic Giuliano3
1Department of Chiropractic, D'Youville College, Buffalo, New York, USA.
BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
Summary
Providing prior information to students in simulation-based education may enhance initial performance. However, this study found no significant differences in performance or anxiety levels between groups, suggesting further research with larger sample sizes is needed.
Area of Science:
- Medical Education
- Healthcare Simulation
- Educational Psychology
Background:
- Simulation-based education (SBE) is increasingly used in healthcare but lacks evidence-based theoretical frameworks for implementation.
- This study investigates the application of Cognitive Load Theory (CLT) and the Unified Theory of Emotional Learning (UTEL) in SBE.
Purpose of the Study:
- To explore the impact of prior scenario information on student performance in SBE.
- To evaluate the role of gender and anxiety in SBE performance.
- To assess the suitability of withholding information as a proxy for emotional learning.
Main Methods:
- A mixed-methods, ordered-allocation cohort study involving 23 patient management teams.
- Teams were divided into two groups: one received prior scenario information, the other did not.
- Performance was assessed using a validated checklist by a three-judge panel at three time points (T1, T2, F/U).
Main Results:
- No statistically significant difference in performance was found between the group that received prior information and the control group (t=1.54, p=0.13).
- Secondary analysis revealed no significant impact of gender on performance.
- No significant difference in baseline anxiety levels was observed between the groups (t=0.67, p=0.51).
Conclusions:
- Trends suggest potential for improved initial performance when students have prior knowledge of simulation scenarios, though not statistically significant.
- Withholding information did not effectively serve as a proxy for emotional learning, as anxiety levels remained similar.
- Larger sample sizes are required to confirm observed trends in simulation-based education research.
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