Influence of negative emotions on residents' learning of scientific information: an experimental study

Imagem de Miniatura
Arquivos
art_KREMER_Influence_of_negative_emotions_on_residents_learning_of_2019.PDF (279.78 KB)
Citações na Scopus
13
Tipo de produção
article
Data de publicação
2019
DOI
Scopus
Web of Science
PubMed
Título da Revista
ISSN da Revista
Título do Volume
Editora
SPRINGER
Autores
KREMER, Telma
MAMEDE, Silvia
BROEK, Walter W. van den
SCHMIDT, Henk G.
Citação
PERSPECTIVES ON MEDICAL EDUCATION, v.8, n.4, p.209-215, 2019
Projetos de Pesquisa
Unidades Organizacionais
Fascículo
Resumo
Introduction Medical training is consistently described as emotionally challenging. Students commonly encounter situations that are likely to trigger emotional reactions, but the influence of emotional reactions to these situations on learning is unclear. This experiment examined the effects of negative emotions on medical residents' learning of scientific information. Methods Sixty first-year internal medicine residents (i.e. physicians in training to become specialists) at the Sao Paulo University Medical School were randomly assigned to watching a video clip either presenting an emotional (experimental group) or a neutral (control group) version of the same situation. Subsequently, all residents studied the same scientific text. Main outcome measurements were learning processes (inferred through study time and cognitive engagement) and outcomes (recall accuracy). Data were analyzed using chi-square and independent t-tests. Results The experimental group spent significantly less time (p< 0.001) studying the text and performed significantly worse on the free recall test (p< 0.001) than the control group. Discussion Negative emotions decreased time invested in a learning task and the amount of knowledge gained from it, possibly because they automatically activated avoidance attitudes or captured part of the residents' cognitive resources, hindering processing of the learning material. Future studies should further explore the underlying mechanisms of this effect and how it can be diminished.
Palavras-chave
Emotions, Learning, Medical education, Cognition
URI
https://observatorio.fm.usp.br/handle/OPI/33404
Referências
  1. Baumeister RF, 1998, J PERS SOC PSYCHOL, V74, P1252, DOI 10.1037/0022-3514.74.5.1252
  2. Blackmore Christopher, 2014, J Grad Med Educ, V6, P643, DOI 10.4300/JGME-D-13-00373.1
  3. Chen M, 1999, PERS SOC PSYCHOL B, V25, P215, DOI 10.1177/0146167299025002007
  4. Cohen J., 1988, STAT POWER ANAL BEHA
  5. Fnais N, 2014, ACAD MED, V89, P817, DOI 10.1097/ACM.0000000000000200
  6. GLASER R, 1989, ANNU REV PSYCHOL, V40, P631, DOI 10.1146/annurev.ps.40.020189.003215
  7. Goebert D, 2009, ACAD MED, V84, P236, DOI 10.1097/ACM.0b013e31819391bb
  8. GROSS JJ, 1995, COGNITION EMOTION, V9, P87, DOI 10.1080/02699939508408966
  9. Hagger MS, 2010, PSYCHOL BULL, V136, P495, DOI 10.1037/a0019486
  10. LeBlanc VR, 2015, ADV HEALTH SCI EDUC, V20, P265, DOI 10.1007/s10459-014-9516-6
  11. Leisy HB, 2016, BMC MED EDUC, V16, DOI 10.1186/s12909-016-0639-8
  12. Lench HC, 2011, PSYCHOL BULL, V137, P834, DOI 10.1037/a0024244
  13. McConnell MM, 2016, ACAD MED, V91, pS58, DOI 10.1097/ACM.0000000000001360
  14. McConnell MM, 2012, ACAD MED, V87, P1316, DOI 10.1097/ACM.0b013e3182675af2
  15. McConnell MM, 2015, RESEARCHING MEDICAL, P181
  16. Ormrod JE, 1990, HUMAN LEARNING PRINC
  17. PRATTO F, 1991, J PERS SOC PSYCHOL, V61, P380, DOI 10.1037/0022-3514.61.3.380
  18. Rotgans JI, 2011, ADV HEALTH SCI EDUC, V16, P465, DOI 10.1007/s10459-011-9272-9
  19. WATSON D, 1988, J PERS SOC PSYCHOL, V54, P1063, DOI 10.1037/0022-3514.54.6.1063
  20. Zaromb FM, 2010, MEM COGNITION, V38, P995, DOI 10.3758/MC.38.8.995

Coleções
Artigos e Materiais de Revistas Científicas - FM/MCM
Artigos e Materiais de Revistas Científicas - LIM/20
Artigos e Materiais de Revistas Científicas - ODS/04