Brigitte A. Brisson, R. Dobberstein, Gabrielle Monteith, Andria Jones
{"title":"数字视频录制的模拟缝合技能测试是否比传统的兽医学生当面评估更能减轻压力和焦虑?","authors":"Brigitte A. Brisson, R. Dobberstein, Gabrielle Monteith, Andria Jones","doi":"10.3138/jvme-2023-0091","DOIUrl":null,"url":null,"abstract":"Anxiety can affect exam performance so exploring methods to improve mental health and academic performance is relevant. The objectives of this study were to investigate stress amongst veterinary students undergoing simulated suture skills examinations and determine if digital video recording can reduce stress compared to in-person examination. Thirty-nine students were prospectively enrolled and randomized to undergo two simulated suture examinations, a session proctored by an in-person examiner or one digitally recorded with no proctor present and then crossed over to the other group. Survey data, modified State-Trait Anxiety Inventory (STAI), salivary cortisol, heart rate (HR) and blood pressures were obtained at baseline, prior to, and post-examinations. STAI scores were significantly higher post- in-person examination compared to pre- in-person examination ( p = .0014) for first session. Pre- examination STAI scores were significantly higher for in-person examinations compared to recorded examinations ( p = .0312) during the second session. Blood pressure was significantly higher during the first session regardless of examination type ( p = .018) and HR was lower at baseline than pre- and post-examination, regardless of exam type (p<.0001). Students reported more stress with in-person examinations (p<.0001) and that if given a choice, they would preferentially opt for recorded examinations ( p < .0001). Twenty-eight of 32 students with prior suture skills examination experience reported that the simulated examination was less stressful. STAI scores and self-reported stress levels were significantly lower following recorded exams. Digital video recording of skills testing can reduce perceived stress in veterinary students compared to traditional in-person skills examination.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"54 3","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Is Digital Video Recorded Simulated Suture Skills Testing Associated With Lower Stress and Anxiety Than Traditional In-Person Assessment for Veterinary Students?\",\"authors\":\"Brigitte A. Brisson, R. Dobberstein, Gabrielle Monteith, Andria Jones\",\"doi\":\"10.3138/jvme-2023-0091\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Anxiety can affect exam performance so exploring methods to improve mental health and academic performance is relevant. The objectives of this study were to investigate stress amongst veterinary students undergoing simulated suture skills examinations and determine if digital video recording can reduce stress compared to in-person examination. Thirty-nine students were prospectively enrolled and randomized to undergo two simulated suture examinations, a session proctored by an in-person examiner or one digitally recorded with no proctor present and then crossed over to the other group. Survey data, modified State-Trait Anxiety Inventory (STAI), salivary cortisol, heart rate (HR) and blood pressures were obtained at baseline, prior to, and post-examinations. STAI scores were significantly higher post- in-person examination compared to pre- in-person examination ( p = .0014) for first session. Pre- examination STAI scores were significantly higher for in-person examinations compared to recorded examinations ( p = .0312) during the second session. Blood pressure was significantly higher during the first session regardless of examination type ( p = .018) and HR was lower at baseline than pre- and post-examination, regardless of exam type (p<.0001). Students reported more stress with in-person examinations (p<.0001) and that if given a choice, they would preferentially opt for recorded examinations ( p < .0001). Twenty-eight of 32 students with prior suture skills examination experience reported that the simulated examination was less stressful. STAI scores and self-reported stress levels were significantly lower following recorded exams. 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Is Digital Video Recorded Simulated Suture Skills Testing Associated With Lower Stress and Anxiety Than Traditional In-Person Assessment for Veterinary Students?
Anxiety can affect exam performance so exploring methods to improve mental health and academic performance is relevant. The objectives of this study were to investigate stress amongst veterinary students undergoing simulated suture skills examinations and determine if digital video recording can reduce stress compared to in-person examination. Thirty-nine students were prospectively enrolled and randomized to undergo two simulated suture examinations, a session proctored by an in-person examiner or one digitally recorded with no proctor present and then crossed over to the other group. Survey data, modified State-Trait Anxiety Inventory (STAI), salivary cortisol, heart rate (HR) and blood pressures were obtained at baseline, prior to, and post-examinations. STAI scores were significantly higher post- in-person examination compared to pre- in-person examination ( p = .0014) for first session. Pre- examination STAI scores were significantly higher for in-person examinations compared to recorded examinations ( p = .0312) during the second session. Blood pressure was significantly higher during the first session regardless of examination type ( p = .018) and HR was lower at baseline than pre- and post-examination, regardless of exam type (p<.0001). Students reported more stress with in-person examinations (p<.0001) and that if given a choice, they would preferentially opt for recorded examinations ( p < .0001). Twenty-eight of 32 students with prior suture skills examination experience reported that the simulated examination was less stressful. STAI scores and self-reported stress levels were significantly lower following recorded exams. Digital video recording of skills testing can reduce perceived stress in veterinary students compared to traditional in-person skills examination.
期刊介绍:
The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.
The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.