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Objective-Structured Clinical Assessment Video
Medical school vlog Mock OSCE: Objective structured clinical examinationNormalized unit.
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The asterisk in the boxplot represents extreme values points at a greater distance from the median than 1. According to these results the initial hypothesis was complied. The increase in the sympathetic modulation prepares students to respond for the possible uncertainties of the academic scenario. Then, we can see how the OSCE is a source of novelty and uncontrollability, which has provoked a high sympathetic response in the students to face this new situation. This information reveals how the body's defense systems are activated in the same way regardless of the nature of the stressor Objective-Structured Clinical Assessment, causing click here similar sympathetic response in psychology students and military or ultraendurance athletes.
However, to our knowledge, this is the Objective-Structured Clinical Assessment study to systematically examine the effect of the order of presentation of scenarios of high and low levels of complexity or difficulty in the context of OSCE. The large autonomic stress response evaluated produce deleterious effects on executive functions, essentials for here dealing with complex problems and emotional regulation Soliemanifar et al.
In this line, individual differences like some personality factors or previous life experiences would impact on the ability to modulate the stress response making some people more vulnerable Saravanan and Wilks, ; Hood et al.
Then, to minimize the negatives effect of stress in students, the complex or difficult scenarios must be place after easier ones. These results are consistent with Objective-Structured Clinical Assessment well-known habituation effect, by which students experience a reduction in their autonomic stress levels during the easier scenario, preventing facing later complex scenarios with lower levels of autonomic stress response and, therefore, a lower Clniical of impaired executive functions.
This uncontrolled response could result in a negative action of students, negatively having repercussions in their academic performance and finally in their learning process.
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Limitations of the Study and Future Research Lines The principal limitation of the present research was the small sample size. The difficulty to recruit students in this complex scenario limited a large sample in the present research. Also, no measures of amylase or cortisol stress hormones limited the hormonal stress response analysis in the present research.
This limitation was subject to a lack of enough technological and financial resources. These parameters could be used in future research to better understand of the psychophysiological stress response of students.]
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