The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response

The objective structured clinical examination (OSCE) is a method for assessment clinical competencies and skills. However, there is a need to improve its design in psychology programs. The aim of this study was to analyze the effect of the different scenario's presentation order with different...

ver descrição completa

Detalhes bibliográficos
Autores: Bellido Esteban, Alberto, Beltrán Velasco, Ana Isabel, Ruisoto Palomera, Pablo, Nikolaidis, Pantelis Theodoros, Knechtle, Beat, Clemente Suárez, Vicente Javier
Formato: artículo
Fecha de publicación:2021
País:España
Recursos:Universidad Europea (UEM)
Repositorio:ABACUS. Repositorio de Producción Científica
Idioma:inglés
OAI Identifier:oai:abacus.universidadeuropea.com:11268/12471
Acesso em linha:http://hdl.handle.net/11268/12471
Access Level:acceso abierto
Palavra-chave:Psicología
Estrés mental
Estudiante universitario
id ES_d1a43cf5d5d32bfc39c58fa2c2914edb
oai_identifier_str oai:abacus.universidadeuropea.com:11268/12471
network_acronym_str ES
network_name_str España
repository_id_str
spelling The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress ResponseBellido Esteban, AlbertoBeltrán Velasco, Ana IsabelRuisoto Palomera, PabloNikolaidis, Pantelis TheodorosKnechtle, BeatClemente Suárez, Vicente JavierPsicologíaEstrés mentalEstudiante universitarioThe objective structured clinical examination (OSCE) is a method for assessment clinical competencies and skills. However, there is a need to improve its design in psychology programs. The aim of this study was to analyze the effect of the different scenario's presentation order with different complexity/difficulty on the autonomic stress response of undergraduate students undergoing a Psychology OSCE. A total of 32 students of Psychology Bachelor's Degree (23.4 ± 2.5 years) were randomly selected and assigned to two OSCE scenarios of different complexity. While undergoing the scenarios, participants heart rate variability was analyzed as an indicator of participant's stress autonomic response. Results indicate that the order of presentation of different complexity/difficulty scenarios affects the autonomic stress response of undergraduate Psychology students undergoing an OSCE. Students who underwent the high-complexity scenario (difficult) first, reported significantly higher autonomic stress response than students who began the OSCE with the low-complexity scenario (easy). Highly complex or difficult scenarios require good executive functions or cognitive control, very sensitive to autonomic stress responses. Therefore, OSCE design will benefit from placing easy scenarios first.20232023-12-2020212021-01-0120212021-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11268/12471reponame:ABACUS. Repositorio de Producción Científicainstname:Universidad Europea (UEM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:abacus.universidadeuropea.com:11268/124712026-06-11T12:41:27Z
dc.title.none.fl_str_mv The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
title The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
spellingShingle The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
Bellido Esteban, Alberto
Psicología
Estrés mental
Estudiante universitario
title_short The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
title_full The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
title_fullStr The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
title_full_unstemmed The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
title_sort The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response
dc.creator.none.fl_str_mv Bellido Esteban, Alberto
Beltrán Velasco, Ana Isabel
Ruisoto Palomera, Pablo
Nikolaidis, Pantelis Theodoros
Knechtle, Beat
Clemente Suárez, Vicente Javier
author Bellido Esteban, Alberto
author_facet Bellido Esteban, Alberto
Beltrán Velasco, Ana Isabel
Ruisoto Palomera, Pablo
Nikolaidis, Pantelis Theodoros
Knechtle, Beat
Clemente Suárez, Vicente Javier
author_role author
author2 Beltrán Velasco, Ana Isabel
Ruisoto Palomera, Pablo
Nikolaidis, Pantelis Theodoros
Knechtle, Beat
Clemente Suárez, Vicente Javier
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Psicología
Estrés mental
Estudiante universitario
topic Psicología
Estrés mental
Estudiante universitario
description The objective structured clinical examination (OSCE) is a method for assessment clinical competencies and skills. However, there is a need to improve its design in psychology programs. The aim of this study was to analyze the effect of the different scenario's presentation order with different complexity/difficulty on the autonomic stress response of undergraduate students undergoing a Psychology OSCE. A total of 32 students of Psychology Bachelor's Degree (23.4 ± 2.5 years) were randomly selected and assigned to two OSCE scenarios of different complexity. While undergoing the scenarios, participants heart rate variability was analyzed as an indicator of participant's stress autonomic response. Results indicate that the order of presentation of different complexity/difficulty scenarios affects the autonomic stress response of undergraduate Psychology students undergoing an OSCE. Students who underwent the high-complexity scenario (difficult) first, reported significantly higher autonomic stress response than students who began the OSCE with the low-complexity scenario (easy). Highly complex or difficult scenarios require good executive functions or cognitive control, very sensitive to autonomic stress responses. Therefore, OSCE design will benefit from placing easy scenarios first.
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-01-01
2021
2021-01-01
2023
2023-12-20
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/11268/12471
url http://hdl.handle.net/11268/12471
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:ABACUS. Repositorio de Producción Científica
instname:Universidad Europea (UEM)
instname_str Universidad Europea (UEM)
reponame_str ABACUS. Repositorio de Producción Científica
collection ABACUS. Repositorio de Producción Científica
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869420281067470848
score 15,301603

Registos relacionados