Relationship between acute stress and clinical performance in medical students

a pilot simulation study

Stephanie J Russ (Corresponding Author), Ian Morrison, Cheryl Bell, Jeremy Morse, Rhoda Katharine MacKenzie, Marie K Johnston

Research output: Contribution to journalArticle

5 Downloads (Pure)

Abstract

Background: Acute stress has been linked to impaired clinical performance in healthcare settings. However, few studies have measured experienced stress and performance simultaneously using robust measures in controlled experimental conditions, which limits the strength of their findings.

Aim: In the current study we examined the relationship between stress and clinical performance in 2nd year medical students undertaking a simulated ECG scenario. To explore this relationship in greater depth we manipulated two variables (clinical urgency and cognitive load), and also examined the impact of trait anxiety and task self-efficacy.

Methods: 2nd year medical students were asked to conduct a 12-lead ECG on a simulated patient. Students were randomly assigned to one of four experimental conditions according to clinical urgency (high/low) and cognitive load (high/low), which were manipulated during a handover prior to the ECG. During the scenario they were asked to describe the ECG trace to a senior doctor over the phone and to conduct a drug calculation. They then received a performance debrief. Psychological stress and physiological stress were captured (via self-report and heart-rate respectively) and various aspects of performance were observed, including technical competence, quality of communication, work-rate and compliance with patient safety checks. Trait anxiety and task self-efficacy were also captured via self-report.

Results: 50 students participated. While there was little impact of experimental condition on stress or performance, there was a significant relationship between stress and performance for the group as a whole. Technical competence was poorer for those reporting higher levels of psychological stress prior to and following the procedure. Neither trait-anxiety nor task self-efficacy mediated this relationship.

Conclusions: This study has provided evidence for a link between acute stress and impaired technical performance in medical students completing a simulation scenario, using real-time measures. The implications for patient safety and medical education are discussed.
Original languageEnglish
Pages (from-to)171-178
Number of pages8
JournalBMJ Simulation & Technology Enhanced Learning
Volume4
Issue number4
Early online date2 Mar 2018
DOIs
Publication statusPublished - 31 Oct 2018

Fingerprint

Medical Students
Electrocardiography
Self Efficacy
Anxiety
Patient Safety
Psychological Stress
Mental Competency
Self Report
Students
Physiological Stress
Medical Education
Heart Rate
Communication
Delivery of Health Care
Pharmaceutical Preparations

Cite this

Relationship between acute stress and clinical performance in medical students : a pilot simulation study. / Russ, Stephanie J (Corresponding Author); Morrison, Ian; Bell, Cheryl; Morse, Jeremy; MacKenzie, Rhoda Katharine; Johnston, Marie K.

In: BMJ Simulation & Technology Enhanced Learning, Vol. 4, No. 4, 31.10.2018, p. 171-178.

Research output: Contribution to journalArticle

Russ, Stephanie J ; Morrison, Ian ; Bell, Cheryl ; Morse, Jeremy ; MacKenzie, Rhoda Katharine ; Johnston, Marie K. / Relationship between acute stress and clinical performance in medical students : a pilot simulation study. In: BMJ Simulation & Technology Enhanced Learning. 2018 ; Vol. 4, No. 4. pp. 171-178.
@article{fc8cc5bc63054e8ca42e566e24ae1517,
title = "Relationship between acute stress and clinical performance in medical students: a pilot simulation study",
abstract = "Background: Acute stress has been linked to impaired clinical performance in healthcare settings. However, few studies have measured experienced stress and performance simultaneously using robust measures in controlled experimental conditions, which limits the strength of their findings.Aim: In the current study we examined the relationship between stress and clinical performance in 2nd year medical students undertaking a simulated ECG scenario. To explore this relationship in greater depth we manipulated two variables (clinical urgency and cognitive load), and also examined the impact of trait anxiety and task self-efficacy.Methods: 2nd year medical students were asked to conduct a 12-lead ECG on a simulated patient. Students were randomly assigned to one of four experimental conditions according to clinical urgency (high/low) and cognitive load (high/low), which were manipulated during a handover prior to the ECG. During the scenario they were asked to describe the ECG trace to a senior doctor over the phone and to conduct a drug calculation. They then received a performance debrief. Psychological stress and physiological stress were captured (via self-report and heart-rate respectively) and various aspects of performance were observed, including technical competence, quality of communication, work-rate and compliance with patient safety checks. Trait anxiety and task self-efficacy were also captured via self-report.Results: 50 students participated. While there was little impact of experimental condition on stress or performance, there was a significant relationship between stress and performance for the group as a whole. Technical competence was poorer for those reporting higher levels of psychological stress prior to and following the procedure. Neither trait-anxiety nor task self-efficacy mediated this relationship.Conclusions: This study has provided evidence for a link between acute stress and impaired technical performance in medical students completing a simulation scenario, using real-time measures. The implications for patient safety and medical education are discussed.",
author = "Russ, {Stephanie J} and Ian Morrison and Cheryl Bell and Jeremy Morse and MacKenzie, {Rhoda Katharine} and Johnston, {Marie K}",
note = "Funding: This study ran as part of the MBChB curriculum at the University of Aberdeen and no additional funding was required.",
year = "2018",
month = "10",
day = "31",
doi = "10.1136/bmjstel-2017-000276",
language = "English",
volume = "4",
pages = "171--178",
journal = "BMJ Simulation & Technology Enhanced Learning",
issn = "2056-6697",
publisher = "BMJ Publishing",
number = "4",

}

TY - JOUR

T1 - Relationship between acute stress and clinical performance in medical students

T2 - a pilot simulation study

AU - Russ, Stephanie J

AU - Morrison, Ian

AU - Bell, Cheryl

AU - Morse, Jeremy

AU - MacKenzie, Rhoda Katharine

AU - Johnston, Marie K

N1 - Funding: This study ran as part of the MBChB curriculum at the University of Aberdeen and no additional funding was required.

PY - 2018/10/31

Y1 - 2018/10/31

N2 - Background: Acute stress has been linked to impaired clinical performance in healthcare settings. However, few studies have measured experienced stress and performance simultaneously using robust measures in controlled experimental conditions, which limits the strength of their findings.Aim: In the current study we examined the relationship between stress and clinical performance in 2nd year medical students undertaking a simulated ECG scenario. To explore this relationship in greater depth we manipulated two variables (clinical urgency and cognitive load), and also examined the impact of trait anxiety and task self-efficacy.Methods: 2nd year medical students were asked to conduct a 12-lead ECG on a simulated patient. Students were randomly assigned to one of four experimental conditions according to clinical urgency (high/low) and cognitive load (high/low), which were manipulated during a handover prior to the ECG. During the scenario they were asked to describe the ECG trace to a senior doctor over the phone and to conduct a drug calculation. They then received a performance debrief. Psychological stress and physiological stress were captured (via self-report and heart-rate respectively) and various aspects of performance were observed, including technical competence, quality of communication, work-rate and compliance with patient safety checks. Trait anxiety and task self-efficacy were also captured via self-report.Results: 50 students participated. While there was little impact of experimental condition on stress or performance, there was a significant relationship between stress and performance for the group as a whole. Technical competence was poorer for those reporting higher levels of psychological stress prior to and following the procedure. Neither trait-anxiety nor task self-efficacy mediated this relationship.Conclusions: This study has provided evidence for a link between acute stress and impaired technical performance in medical students completing a simulation scenario, using real-time measures. The implications for patient safety and medical education are discussed.

AB - Background: Acute stress has been linked to impaired clinical performance in healthcare settings. However, few studies have measured experienced stress and performance simultaneously using robust measures in controlled experimental conditions, which limits the strength of their findings.Aim: In the current study we examined the relationship between stress and clinical performance in 2nd year medical students undertaking a simulated ECG scenario. To explore this relationship in greater depth we manipulated two variables (clinical urgency and cognitive load), and also examined the impact of trait anxiety and task self-efficacy.Methods: 2nd year medical students were asked to conduct a 12-lead ECG on a simulated patient. Students were randomly assigned to one of four experimental conditions according to clinical urgency (high/low) and cognitive load (high/low), which were manipulated during a handover prior to the ECG. During the scenario they were asked to describe the ECG trace to a senior doctor over the phone and to conduct a drug calculation. They then received a performance debrief. Psychological stress and physiological stress were captured (via self-report and heart-rate respectively) and various aspects of performance were observed, including technical competence, quality of communication, work-rate and compliance with patient safety checks. Trait anxiety and task self-efficacy were also captured via self-report.Results: 50 students participated. While there was little impact of experimental condition on stress or performance, there was a significant relationship between stress and performance for the group as a whole. Technical competence was poorer for those reporting higher levels of psychological stress prior to and following the procedure. Neither trait-anxiety nor task self-efficacy mediated this relationship.Conclusions: This study has provided evidence for a link between acute stress and impaired technical performance in medical students completing a simulation scenario, using real-time measures. The implications for patient safety and medical education are discussed.

U2 - 10.1136/bmjstel-2017-000276

DO - 10.1136/bmjstel-2017-000276

M3 - Article

VL - 4

SP - 171

EP - 178

JO - BMJ Simulation & Technology Enhanced Learning

JF - BMJ Simulation & Technology Enhanced Learning

SN - 2056-6697

IS - 4

ER -