Comparison of dyad versus individual simulation-based training on stress, anxiety, cognitive load, and performance: a randomized controlled trial

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dc.contributor.authorAbbott Cáceres, Eduardo Francisco
dc.contributor.authorLaack, Torrey A.
dc.contributor.authorLicatino, Lauren K.
dc.contributor.authorWood-Wentz, Christina M.
dc.contributor.authorWarner, Paul A.
dc.contributor.authorTorsher, Laurence C.
dc.contributor.authorNewman, James S.
dc.contributor.authorRieck, Katie M.
dc.date.accessioned2021-07-15T11:29:48Z
dc.date.available2021-07-15T11:29:48Z
dc.date.issued2021
dc.date.updated2021-07-11T00:02:13Z
dc.description.abstractAbstract Background Dyad learning has been shown to be an effective tool for teaching procedural skills, but little is known about how dyad learning may impact the stress, anxiety, and cognitive load that a student experiences when learning in this manner. In this pilot study, we investigate the relationship between dyad training on stress, anxiety, cognitive load, and performance in a simulated bradycardia scenario. Methods Forty-one fourth-year medical school trainees were randomized as dyads (n = 24) or individuals (n = 17) for an education session on day 1. Reassessment occurred on day 4 and was completed as individuals for all trainees. Primary outcomes were cognitive load (Paas scale), stress (Cognitive Appraisal Ratio), and anxiety levels (abbreviated State-Trait Anxiety Inventory). Secondary outcomes were time-based performance metrics. Results On day 1 we observed significant differences for change in anxiety and stress measured before and after the training scenario between groups. Individuals compared to dyads had larger mean increases in anxiety, (19.6 versus 7.6 on 80-point scale, p = 0.02) and stress ratio (1.8 versus 0.9, p = 0.045). On the day 4 post-intervention assessment, no significant differences were observed between groups. Secondary outcomes were significant for shorter time to diagnosis of bradycardia (p = 0.01) and time to initiation of pacing (p = 0.04) in the dyad group on day 1. On day 4, only time to recognizing the indication for pacing was significantly shorter for individual training (hazard ratio [HR] = 2.26, p = 0.02). Conclusions Dyad training results in lower stress and anxiety levels with similar performance compared to individual training.
dc.format.extent10 páginas
dc.fuente.origenAutoarchivo
dc.identifier.citationBMC Medical Education. 2021 Jul 05;21(1):367
dc.identifier.doi10.1186/s12909-021-02786-6
dc.identifier.urihttps://doi.org/10.1186/s12909-021-02786-6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/60985
dc.information.autorucEscuela de Medicina ; Abbott Cáceres, Eduardo Francisco ; S/I ; 17735
dc.issue.numeroNo. 367
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final10
dc.pagina.inicio1
dc.revistaBMC Medical Educationes_ES
dc.rightsacceso abierto
dc.rights.holderThe Author(s)
dc.subjectAnxietyes_ES
dc.subjectCognitive loades_ES
dc.subjectDyades_ES
dc.subjectSimulationes_ES
dc.subjectStresses_ES
dc.subject.ddc616.8522
dc.subject.deweyMedicina y saludes_ES
dc.titleComparison of dyad versus individual simulation-based training on stress, anxiety, cognitive load, and performance: a randomized controlled triales_ES
dc.typeartículo
dc.volumenVol. 21
sipa.codpersvinculados17735
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