Can the Perceived Difficulty of a Task Enhance Trainee Performance?

AlJamal, Yazan N.; Prabhakar, Nicholas; Saleem, Humza Y.; Farley, David R.

doi:10.1016/j.jsurg.2019.08.005

Cited by 6 publications

(5 citation statements)

References 16 publications

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“…While the relationship between intolerance of uncertainty and general self-efficacy in medical education has not been clarified in the literature, a positive correlation between tolerance for ambiguity and self-efficacy has been described[ 15 ]. Self-efficacy does not always correlate with task performance [31] ; however, it does correlate with decreased burnout[ 32 ], better emotional regulation, and improved academic performance due to the ability to persist in the face of difficult tasks[ 33 ]. The GSE has been criticized for its use in medical education research, as it does not have domain specificity [14] ; however, in situating the scale within a survey that consisted of items relating to uncertainty in clinical practice, it is likely our students looked at self-efficacy from this lens.…”

Section: Discussionmentioning

confidence: 99%

Towards a medical school curriculum for uncertainty in clinical practice

Papanagnou

Ankam

Ebbott

et al. 2021

Medical Education Online

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Uncertainty abounds in the clinical environment. Medical students, however, are not explicitly prepared for situations of uncertainty in clinical practice, which can cause anxiety and impact well-being. To address this gap, we sought to capture how students felt in various clinical scenarios and identify programs they found helpful as they worked through uncertainty in their clerkships to better inform curriculum that prepares them to acknowledge and navigate this uncertainty. This is an observational cross-sectional study of third-year medical students surveyed at the end of core clerkships. The survey consisted of the General Self-Efficacy (GSE) Scale and Intolerance of Uncertainty Scale (IUS). Items asked students to rate preparedness, confidence, and comfort with uncertainty in clinical practice. Items on curricular programs asked students to identify training that prepared them for uncertainty in clerkships, and examined correlations with specific clinical practice uncertainty domains (CPUDs). Spearman’s rank-order correlation, Chi-Square, and ANOVA were used to analyze quantitative data. Open responses were analyzed using Braun and Clarke’s Framework. Response rate was 98.9% (287/290). GSE was inversely correlated with IUS (p < 0.001). GSE was positively correlated with all CPUDs (p < 0.005). IUS had an inverse correlation with all CPUDs (p < 0.005). Pedagogies with statistically-significant relationships with preparing students for uncertainty, communicating and building relationships with patients during times of uncertainty, and overall well-being included: team debriefs, role plays, case- and team-based learning, story slams, and sharing narratives with peers and faculty (p < 0.05). Qualitatively, students appreciated storytelling, role-modeling of communication strategies, debriefing, and simulations. Strategically immersing specific educational formats into formal curriculum may help cultivate skills needed to prepare students for uncertainty. Clinical debriefs, interprofessional role plays, simulations, communications skills training, instructor emotional vulnerability, storytelling, and peer-to-peer conversations may have the most impact. Further study is required to evaluate their longitudinal impact.

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Section: Discussionmentioning

confidence: 99%

Towards a medical school curriculum for uncertainty in clinical practice

Papanagnou

Ankam

Ebbott

et al. 2021

Medical Education Online

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“…Feedback is related to the information on performance received from an instructor, peer, or computer during or after the simulation activity (Cook et al, 2013). Several studies included in this review have specifically focused on different aspects of instructor feedback, such as the use of video, positive vs. negative feedback, or its frequency (Abbott et al, 2017; Aljamal et al, 2019; Bosse et al, 2015; Byrne et al, 2002; Tofil et al, 2020). In these studies, CL seemed to be similar or decrease across different feedback groups, which is consistent with our results.…”

Section: Discussionmentioning

confidence: 99%

Association between Clinical Simulation Design Features and Novice Healthcare Professionals’ Cognitive Load: A Systematic Review and Meta-Analysis

Lapierre

Arbour

Maheu‐Cadotte

et al. 2022

Simulation & Gaming

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Background Clinical simulations are complex educational interventions characterized by several design features, which have the potential to influence cognitive load, that is, the mental effort required to assimilate new information and learn. This systematic review and meta-analysis explored the associations between simulation design features and cognitive load in novice healthcare professionals. Methods Based on the Joanna Briggs Institute methodology, a search was performed in five databases for quantitative studies in which the cognitive load of novice healthcare professionals was measured during or after a simulation activity. Each clinical simulation was coded to describe its design features. Univariate and multivariate mixed model analyses were performed to explore the associations between simulation design features and cognitive load. Results From 962 unique records, 45 studies were included and 27 provided enough data on subjective cognitive load (i.e., Paas Scale and NASA-Task Load Index scores) to be meta-analyzed. In the multivariate analysis for the NASA-Task Load Index scores, each repetition of a simulation using the same scenario resulted in a linear decrease in cognitive load. In contrast, technology-based instruction before or during a simulation activity was associated with higher cognitive load. In the univariate analyses, other features such as feedback and instructor presence were also statistically associated with cognitive load. Regarding the univariate analyses of the Paas Scale scores, simulator type, briefing, debriefing, and repetitive practice were statistically associated with cognitive load. Conclusion This is the first meta-analysis exploring the relationship between clinical simulation design features and novice healthcare professionals’ cognitive load. Although the findings show that several design features can potentially increase or decrease cognitive load, several gaps and inconsistencies in the current literature make it difficult to appreciate how such reciprocity influences novice healthcare professionals’ learning. These limitations are discussed and avenues for educators and further research are suggested.

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“…It defines student workload expansively, encompassing the hours spent on lectures, seminars, project preparation, exams, etc. Immersive training enhances task performance by instilling careful task execution, with successful outcomes linked to the students' ability to perceive task difficulty in advance [30].…”

Section: Academic Backgroundmentioning

confidence: 99%

Assessing Mental Workload in Dual STEM–Air Force Language Listening Practice

Roca-González,

Vera-López,

Navarro Pérez

2024

Aerospace

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Cognitive workload analysis is an important aspect of safety studies at the Spanish Air Force Academy where students must complete a dual academic curriculum based on military pilot training combined with an industrial engineering degree. Recently, a mental workload assessment (MWA) and forecasting model based on Shannon’s law from information theory (IT) has been published; it proposes a new mathematical procedure (MWA-IT) that defines a workload index that could be extrapolated to other case studies. The aim of this study was to adapt this model to the Spanish University Centre of Defence to calculate the mental workload caused by the listening practice in English as a foreign language. In addition, a contrasting methodology, the NASA task load index (NASA-TLX), was applied to validate the proposed model using the error study provided by SMAPE and MSE. The results established an expected reference baseline for MWA-IT in English listening that is between 36 and 92 at the end of the four courses, which corresponds to the students that start with the lowest English level (higher workload = 92) and the ones with the highest English level certification (lowest workload = 36); meanwhile, the NASA-TLX result was between 49.8 and 193.7 for the same circumstances. The main difference is that MWA-IT can be predicted with 41% less deviation than can NASA-TLX and does not require the completion of a questionnaire following the activities. Finally, the study also highlights the fact that that nearly 65% of the workload was caused by the first two courses, when the advanced STEM subjects were taught and the pilot learning and practice program had not yet begun. This methodology may help the teachers in charge to redesign or add new content depending on the expected workload reference.

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Can the Perceived Difficulty of a Task Enhance Trainee Performance?

Cited by 6 publications

References 16 publications

Towards a medical school curriculum for uncertainty in clinical practice

Towards a medical school curriculum for uncertainty in clinical practice

Association between Clinical Simulation Design Features and Novice Healthcare Professionals’ Cognitive Load: A Systematic Review and Meta-Analysis

Assessing Mental Workload in Dual STEM–Air Force Language Listening Practice

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