The effect of psychology objective structured clinical examination scenarios presentation order on students autonomic stress response

dc.creatorBellido-Esteban, Alberto
dc.creatorBeltrán Velasco, Ana Isabel
dc.creatorRuisoto, Pablo
dc.creatorNikolaidis, Pantelis
dc.creatorKnechtle, Beat
dc.creatorClemente-Suárez, Vicente Javier
dc.date2021-05-27T18:37:22Z
dc.date2021-05-27T18:37:22Z
dc.date2021-03-24
dc.date.accessioned2023-10-03T19:01:43Z
dc.date.available2023-10-03T19:01:43Z
dc.identifier1664-042X
dc.identifierhttps://hdl.handle.net/11323/8289
dc.identifierhttps://doi.org/10.3389/fpsyg.2021.622102
dc.identifierCorporación Universidad de la Costa
dc.identifierREDICUC - Repositorio CUC
dc.identifierhttps://repositorio.cuc.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9166889
dc.descriptionThe 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.
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherCorporación Universidad de la Costa
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dc.rightsCC0 1.0 Universal
dc.rightshttp://creativecommons.org/publicdomain/zero/1.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.sourceFrontiers in Physiology
dc.sourcehttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.622102/full
dc.subjectOSCE
dc.subjectAutonomic stress response
dc.subjectExecutive functions
dc.subjectComplexity
dc.subjectUndergraduate
dc.titleThe effect of psychology objective structured clinical examination scenarios presentation order on students autonomic stress response
dc.typeArtículo de revista
dc.typehttp://purl.org/coar/resource_type/c_6501
dc.typeText
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typehttp://purl.org/redcol/resource_type/ART
dc.typeinfo:eu-repo/semantics/acceptedVersion
dc.typehttp://purl.org/coar/version/c_ab4af688f83e57aa


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