ePoster
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Presentation Description
Byunghoon Ahn1
Myriam Johnson1, Negar Matin1, Jean-Sébastien Pelletier1,2, Liane Feldman1,3,4, Gerald Fried5,6,7, Allison Pang1,2, Taylor Godfrey1, Byul Han1, Xinran Zhang1 and Jason Harley1,6,4,8
1 McGill University
2 Jewish General Hospital
3 McGill University Health Centre
4 Research Institute of the McGill University Health Centre
5 Steinberg Centre for Simulation and Interactive Learning
6 Education Technology and Innovation
7 Institute of Health Sciences Education
Myriam Johnson1, Negar Matin1, Jean-Sébastien Pelletier1,2, Liane Feldman1,3,4, Gerald Fried5,6,7, Allison Pang1,2, Taylor Godfrey1, Byul Han1, Xinran Zhang1 and Jason Harley1,6,4,8
1 McGill University
2 Jewish General Hospital
3 McGill University Health Centre
4 Research Institute of the McGill University Health Centre
5 Steinberg Centre for Simulation and Interactive Learning
6 Education Technology and Innovation
7 Institute of Health Sciences Education
Background
Amid calls for anti-harassment education, scarce research has examined factors for successful interventions. Emotions are recognized as pivotal in simulation-based education[1]; we therefore investigated the roles of emotions when medical residents received harassment bystander simulation training. Our research asked: What emotions pertaining to the bystander simulation were related to different intervention strategies?
Amid calls for anti-harassment education, scarce research has examined factors for successful interventions. Emotions are recognized as pivotal in simulation-based education[1]; we therefore investigated the roles of emotions when medical residents received harassment bystander simulation training. Our research asked: What emotions pertaining to the bystander simulation were related to different intervention strategies?
Summary of Work
We analyzed 20 of 32 residents attending the surgical foundations’ objective structured clinical examination (OSCE). Our bystander intervention station required residents to place a central line on a mannikin while a senior resident (actor) verbally harassed a medical student (actor). We assessed six emotions (enjoyment, curiosity, anxiety, boredom, frustration, hopelessness) via the multiple object foci emotion questionnaire (MOFEQ), and identified residents’ intervention strategies (from Right to Be’s 5D strategies[2]) via a checklist. We conducted Kendall’s tau-b tests for analyses.
Results
The “direct” strategy was significantly negatively correlated to hopelessness (τb(18) = .443, p = .037). The “distract” strategy was significantly positively correlated to frustration (τb(18) = .439, p = .040), but negatively to enjoyment (τb(18) = -.464, p = .030).
Discussion
Prior emotions research links loss of control to hopelessness[3]; we speculate learners who perceived the risk of challenging the hierarchy conceded control of the situation, thus viewed “direct” as hopelessly unviable. Those using "distract" showed less enjoyment and more frustration, likely driven to intervene by the disruptive nature of the harassment and a desire to regain control.
Conclusions
Dealing with harassment is an emotionally charged task. Various emotions can be linked to whether residents more directly or passively intervene harassment.
Implications for Further Research or Practice
Emotion-aware training can guide educators on how to better deliver individualized training. Future training and research can target the source of these emotions with the aim of fostering helpful emotions for effective interventions while dampening counterproductive emotions.
References (maximum three)
1. LeBlanc VR, Posner GD. Emotions in simulation-based education: friends or foes of learning? Adv Simul. 2022;7(1):3. doi:10.1186/s41077-021-00198-6
2. The 5Ds of Bystander Intervention. Right to Be. https://righttobe.org/guides/bystander- intervention-training/
3. Pekrun R. Achievement emotions: A control-value theory perspective. In: Emotions in Late Modernity. Routledge; 2019:142-157.