Simulation-Based Surgical EducationThe impact of stress factors in simulation-based laparoscopic training
Section snippets
Methods
The purpose of this study was to explore the degree to which difficulties with a surgical task, the presence of an authority figure, and the interaction between the presence of authority figure and task difficulties induced an affective response (stress) in learners using a laparoscopic surgical simulator for training. We use the term affective response to subsume a discrete emotional reaction to triggering stimuli.
The research had 2 goals: first, to quantify the effects of direct observation
Results
We found no significant difference between the presimulator and postsimulator usage blood pressures for any of the subjects. Quantitative analyses of stress-induced differential heart rates among subjects using a laparoscopic simulator are shown in Table I. No significant difference was found between the baseline (preuse) and postuse heart rates, which indicates that subjects returned to their initial affective state after simulator use. No significant difference was found between baseline and
Discussion
Through a mixed-method research design, we evaluated the effects of direct observation by an authority figure (evaluator) on trainee performance using a laparoscopic surgical simulator and examined the interaction between a trainee's performance on the simulator and his/her affective state. We found that both the presence of an evaluator and poor performance on the simulator led to the expression of stress-related behaviors and slightly increased heart rates; however, the combination of
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Supported by the Internal University of Michigan.