Abstract:
OBJECTIVES:Advanced cardiac life support (ACLS) skills tend to degrade over time. There is mounting evidence that high-fidelity simulation (HFS) is advantageous to teaching ACLS. The aspects of HFS that enhance learning are not entirely clear, but the anxiety generated by a scenario may enhance retention through well-established learning pathways. We sought to determine whether an HFS with added emotional stress could provoke anxiety and, if so, whether or not participants learning ACLS would demonstrate better written and applied knowledge retention 6 months after their initial course. METHODS:Twenty-five student volunteers from Year 1 and 2 at Mount Sinai School of Medicine were randomly assigned to a control group or an emotional content (EC) group for a sudden cardiac death management course. All subjects were monitored for heart rate and were assessed using the State-Trait Anxiety Inventory. Control group participants experienced an HFS in which actors were not scripted to add stress, whereas EC group participants were exposed to an emotionally charged environment using the same actors. RESULTS:Participants across the two groups were well matched by resting heart rates, baseline anxiety and prior ACLS knowledge. The EC group participants experienced greater anxiety than controls (mean state anxiety score: 35.0 versus 28.2 [p<0.05]; average heart rate [HR]: 94.6 bpm versus 72.9 bpm [p<0.05]; maximum HR: 120.8 bpm versus 95.3 bpm [p<0.05]). Six months later, written test scores were similar, but the EC group participants achieved higher practical competency examination ('mega code') scores than controls (32.5 versus 25.0; p<0.05). Independent t-tests and Spearman rank coefficients were employed where applicable. CONCLUSIONS:Simulation with added emotional stressors led to greater anxiety during ACLS instruction but correlated with enhanced performance of ACLS skills after this course. The quantitative and qualitative values of added stressors need further exploration, but these values represent important variables in simulation-based education.
journal_name
Med Educjournal_title
Medical educationauthors
Demaria S Jr,Bryson EO,Mooney TJ,Silverstein JH,Reich DL,Bodian C,Levine AIdoi
10.1111/j.1365-2923.2010.03775.xsubject
Has Abstractpub_date
2010-10-01 00:00:00pages
1006-15issue
10eissn
0308-0110issn
1365-2923journal_volume
44pub_type
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journal_title:Medical education
pub_type: 杂志文章,多中心研究,随机对照试验
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更新日期:2007-09-01 00:00:00
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pub_type: 杂志文章
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更新日期:1990-05-01 00:00:00
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pub_type: 临床试验,杂志文章,随机对照试验
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journal_title:Medical education
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pub_type: 临床试验,杂志文章,随机对照试验
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doi:10.1111/j.1365-2923.1981.tb02407.x
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更新日期:2021-01-01 00:00:00
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journal_title:Medical education
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更新日期:1979-11-01 00:00:00
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journal_title:Medical education
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doi:10.1111/j.1365-2923.1981.tb02482.x
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journal_title:Medical education
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更新日期:2010-04-01 00:00:00
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pub_type: 杂志文章
doi:10.1111/j.1365-2923.1982.tb01233.x
更新日期:1982-03-01 00:00:00
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更新日期:2002-11-01 00:00:00
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更新日期:2005-08-01 00:00:00
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pub_type: 临床试验,杂志文章,随机对照试验
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更新日期:2004-08-01 00:00:00
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pub_type: 杂志文章
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更新日期:1989-07-01 00:00:00
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更新日期:2010-11-01 00:00:00
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更新日期:2003-03-01 00:00:00
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pub_type: 杂志文章
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更新日期:2013-04-01 00:00:00
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更新日期:2020-12-01 00:00:00