The impact of stress factors in simulation-based laparoscopic training.

摘要: Background This study aimed to quantify learner reactions manifesting from a realistic contextual stressor while training with laparoscopic simulator, and identify learner-derived stress-modifying behaviors. Stress factors are known affect cognitive psychomotor performance. Simulation-based medical typically occurs in environments that relatively stress free compared the applied context. Training is most effective when it highly faithful context, so inclusion of typical clinical stressors simulated learning may be beneficial. Methods Preclinical students (N = 27) completed tasks using simulator under following 2 conditions: faculty direct observation (stressor) unobserved (no stressor). The data included performance, blood pressure, real-time heart rates, videotaped behavior, pre/post surveys latent anxiety associated participating research (eg, STAI 9). Results Physiologic behavioral manifestations were observed for all participants during condition poor performance on tasks. was highest periods condition. Focusing task itself mitigated improved simulator. Conclusion can induced laboratory setting where simulation-based occurs. Stressors imposed help support acquisition management skills necessary setting. A ramped-up sequence acquiring technical decision making, followed by techniques, lead more efficient transfer context area.