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• W2126622025 abstract "This study evaluated high levels of teaching stress compared with a nonstressful environment and its effects on standardized performance measures on an open abdominal aortic aneurysm (AAA) model using validated psychological and hemodynamic parameters. Participants were randomly divided into two groups of simulated open aortic tube graft repair for three sessions. Session 1 involved familiarization with the model and baseline stress and performance measures. Sessions 2 and 3 involved the use of supportive feedback for the control group with no stress (NS), and verbal and situational stressors for the intervention or stress (S) group. Stress levels were assessed by heart rate, blood pressure, and self-reported validated measure of stress levels (State Trait Anxiety Index [STAI]), immediately after each session. Performance measures were assessed by Objective Structured Assessment of Technical Skills (OSATS) and Global Performance Rating (GPR) tools. Session 3 performance was compared with the baseline performance at session 1. Statistical methods for comparison involved the sampled t-test (P < .05). Ten medical students participated. Within each group, OSATS scores significantly improved (3.88 points for NS, P = .003; 4.33 points for S, P = .003). GPR scores significantly improved (6.88 points for NS, P = .004; 5.33 points for S, P = .023). Between the two groups (Table), the S group's stress level increased with a STAI increase of 9.17 points, whereas the NS group's STAI score decreased 6.25 points (P = .001). Despite the increase in the anxiety measure, OSATS and GPR performance did not differ significantly between the groups from session 1 to session 3. This study suggests that technical skills can improve in a simulated AAA model irrespective of the stress level experienced by the participant. These findings raise questions about the impact of stress on surgical education and acquisition of technical skills. Studies using robust physiological stress measures are needed to potentially identify beneficial or detrimental levels of stress in training outcomes.TableBetween-group comparisons between session 3 and 1MeasurementControl group (NS) (n = 4)Intervention group (S) (n = 6)P valueOSATS3.8754.333.669GPR6.8755.333.496Blood pressure Systolic−15.5−9.00.542 Diastolic−9.50−3.33.263Pulse pressure−6.00−5.67.967Pulse7.000.667.263State−6.2509.167.001Trait3.2504.667.802GPR, Global Performance Rating; NS, no stress; OSATS, Objective Structured Assessment of Technical Skills; S, stress. Open table in a new tab" @default.
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• W2126622025 date "2015-09-01" @default.
• W2126622025 modified "2023-09-26" @default.
• W2126622025 title "The Effect of Stress on Task Acquisition in a Simulated Open Aortic Aneurysm Model" @default.
• W2126622025 doi "https://doi.org/10.1016/j.jvs.2015.06.080" @default.
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