A scoping review of emotions and related constructs in simulation-based education research articles

Advances in Simulation

Research

Byunghoon (Tony) Ahn¹  Deuscies Chang-Ou¹  Kexin Li¹  Meagane Maurice-Ventouris¹  Alison Yang¹  Hannah Peters¹  Clarissa Hin-Hei Lau¹  Elif Bilgic²  Jason M. Harley³ 

[1] Department of Surgery, McGill University, Montreal, Canada;Department of Surgery, McGill University, Montreal, Canada;Department of Pediatrics, McMaster University, Hamilton, Canada;McMaster Education Research Innovation and Theory (MERIT) program, Hamilton, Canada;Department of Surgery, McGill University, Montreal, Canada;Research Institute of the McGill University Health Centre, Montreal, Canada;Institute for Health Sciences Education, McGill University, Montreal, Canada;Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada;

关键词: Emotion;    Stress;    Emotional intelligence;    Simulation-based education;    Medical education;    Surgical education;    Scoping review;   

DOI  :  10.1186/s41077-023-00258-z

 received in 2022-07-11, accepted in 2023-07-17,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundWhile acknowledgement of emotions’ importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows.MethodsThe scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses.ResultsA total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence.ConclusionsOur scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.

【 授权许可】

CC BY   
© Society in Europe for Simulation Applied to Medicine (SESAM) and BioMed Central Ltd. 2023

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