情绪和相关构造在基于模拟的教育研究文章中的范围审查
Byunghoon Tony Ahn1, Meagane Maurice-Ventouris1, Elif Bilgic1,2,3
1Department of Surgery, McGill University, Montreal, Canada.
Advances in simulation (London, England)
|September 16, 2023
概括
医疗模拟教育通常侧重于负面情绪,如压力和焦虑. 研究人员需要扩大对情绪的理解,以更好地设计模拟和学习体验.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 教育中的心理学教育中的心理学
背景情况:
- 在基于模拟的教育中,人们越来越认识到情绪的重要性.
- 有关教育研究人员对情绪的概念化存在担忧,以设计充满情绪的场景.
- 医学教育文献往往缺乏强大的情绪理论整合.
研究的目的:
- 在基于模拟的教育文献中对情绪和相关构造如何被概念化进行范围审查.
- 分析医学学生,住院生和研究员的文章.
主要方法:
- 通过EMBASE和Medline搜索发现的过去十年的文章的范围审查,以及手工搜索的文章.
- 仅包括经验性文章.
- 数据提取侧重于构造,定义,工具和情绪类型;使用描述性分析.
主要成果:
- 审查了141篇文章;强调了压力 (88),情绪 (45) 和情绪智力 (34).
- 情绪的概念化缺乏理论整合.
- 情绪主要通过自我报告来衡量;压力通过生理和自我报告措施来衡量.
- 像焦虑这样的负面情绪有时与压力混为一谈.
结论:
- 基于模拟教育的学习者经常经历焦虑和恐惧,部分原因是专注于测量负面情绪.
- 需要进一步的理论整合,以扩大研究情绪的范围及其概念化.
- 模拟教育研究人员被敦促反思他们对情绪的理解,以避免忽视情感体验.
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