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. 2021 Dec;14(4):242-247.
doi: 10.1177/1753495X211011915. Epub 2021 May 12.

Effectiveness of simulation-based training for obstetric internal medicine: Impact of cognitive load and emotions on knowledge acquisition and retention

Kelle D Hurd  1 , Meghan Eo Vlasschaert  1   2 , T Lee Ann Hawkins  1   2 , Jolene Haws  1 , Julia N Kupis  3 , Irene Wy Ma  1   3   4
Affiliations

Effectiveness of simulation-based training for obstetric internal medicine: Impact of cognitive load and emotions on knowledge acquisition and retention

Kelle D Hurd et al. Obstet Med. 2021 Dec.

Abstract

Background: Simulation-based training's impact on learning outcomes may be related to cognitive load or emotions during training. We evaluated the association of validated measures of cognitive load and emotion with learning outcomes in simulation-based obstetric internal medicine cases.

Methods: All internal medicine learners (n = 15) who completed the knowledge test pre-training, post-training (knowledge acquisition), and at 3-6 months (knowledge retention) for all three simulation cases were included.

Results: Mean knowledge scores differed over time in all three cases (p < 0.0001 for all). Knowledge retention scores were significantly higher only for cases 1 and 3. Cognitive load associated with frustration was positively associated with knowledge acquisition for case 2 (beta = 5.18, P = 0.007), while excitement was negatively associated with knowledge retention in case 1 (beta = -33.07, p = 0.04).

Conclusion: Simulation-based education for obstetric internal medicine can be effective in select cases. Attention to cognitive load and emotion may optimize learning outcomes.

Keywords: Simulation training; cognitive load; graduate medical education; patient simulation.

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Conflict of interest statement

Declaration of conflicting interests: The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: IWYM is the Chair Holder of the John A. Buchanan Chair in General Internal Medicine, University of Calgary.

Figures

Figure 1.
Figure 1.
Mean knowledge assessment scores for three simulation cases, each conducted at three time points (pre-simulation, post-simulation, and at 3–6 months). Error bars indicate standard deviation. (a) Knowledge assessment scores for case one. (b) Knowledge assessment scores for case two. (c) Knowledge assessment scores for case three.
See this image and copyright information in PMC

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