Effects of Low- Versus High-Fidelity Simulations on the Cognitive Burden and Performance of Entry-Level Paramedicine Students

Abstract

High-environmental fidelity simulation engendered immersion and a sense of urgency in students, whereas LF(en)S created assessment anxiety and slower performance. We conclude that once early-stage students have learned the basics of a clinical skill, throwing them in the "deep end" of high-fidelity simulation creates significant additional cognitive burden but this has considerable educational merit.

Applying Eye-Tracking Research in Education and Communication to Agricultural Education and Communication: A Review of Literature

“…Additionally, scientists have studied image interpretation and its effect on student cognitive load (Mills et al, 2016) by examining pupil dilatation in students (Stuijfzand et al, 2016) and studied cognitive engagement of students during science instruction (Miller, 2015). Often in conjunction with the variable of cognitive load, scientists explored mental rotation because of the manifestation of mental rotation in the participants' eyes (Roach, Fraswer, Kryklywy, Mitchell, & Wilson, 2015;Xu & Franconeri, 2015).…”

“…In addition, scientists conducted multiple studies in healthcare professional education fields: general medicine (Stuijfzand et al, 2016), radiology (Kok et al, 2016), paramedicine (Mills et al, 2016), occupational therapy (MacKenzie & Westwood, 2015), anatomy (Zumwalt, Iyer, Ghebremichael, Frustace, & Flannery, 2015), and anesthesia (Schulz et al, 2011). As a result, multiple healthcare education settings have incorporated eye-tracking technologies to improve educational techniques in their training programs.…”

“…Browning et al (2016) claimed eye-tracking technology provided a unique avenue for evaluating clinical practice and had the potential to provide additional perspectives on clinical situations, leading to improved learning. Mills et al (2016) claimed eye-tracking technologies combined with other measurements, such as heart rate, could measure beginning students' cognitive load and anxiety during clinical simulations. management scenarios.…”

“…30 Mills et al (2016) "Test the assumption underlying the progressive continuum of fidelity for simulation-based education of healthcare students" (p. 11).…”

Through the eyes of the physician

“…However, the extent to which medical simulation allows learners to develop the cognitive processes that underpin the CRM skills required of practitioners has been insufficiently investigated (Hagiwara et al, 2016). Importantly, previous studies rely on post hoc interviews based upon physicians' memories of simulated events (Mills et al, 2016), which degrade over time and may lack detail.…”