Relationship between mindfulness, stress, and performance in medical students in pediatric emergency simulations

Kacper Łoś, Jacek Chmielewski, Grzegorz Cebula, Tomasz Bielecki, Kamil Torres, Włodzimierz Łuczyński, Kacper Łoś, Jacek Chmielewski, Grzegorz Cebula, Tomasz Bielecki, Kamil Torres, Włodzimierz Łuczyński

Abstract

Objectives: Pediatric teams of emergency departments work under extreme stress, which affects high-level cognitive functions, specifically attention and memory. Therefore, the methods of stress management are being sought. Mindfulness as a process of intentionally paying attention to each moment with acceptance of each experience without judgment can potentially contribute to improving the performance of medical teams. Medical simulation is a technique that creates a situation to allow persons to experience a representation of a real event for the purpose of education. It has been shown that emergency medicine simulation may create a high physiological fidelity environment similarly to what is observed in a real emergency room. The aim of our study was to determine whether the technical and non-technical skills of medical students in the course of pediatric high fidelity simulations are related to their mindfulness and stress. Participants and methods: A total of 166 standardized simulations were conducted among students of medicine in three simulation centers of medical universities, assessing: stress sensation (subjectively and heart rate/blood pressure), technical (checklists) and non-technical skills (Ottawa scale) and mindfulness (five facet mindfulness questionnaire): ClinicalTrials.gov ID: NCT03761355. Results: The perception of stress among students was lower and more motivating if they were more mindful. Mindfulness of students correlated positively with avoiding fixation error. In the consecutive simulations the leaders' non-technical skills improved, although no change was noted in their technical skills. Conclusion: The results of our research indicate that mindfulness influence the non-technical skills and the perception of stress of medical students during pediatric emergency simulations. Further research is needed to show whether mindfulness training leads to improvement in this field.

Keywords: medical education; medical simulation; mindfulness; non-technical skill; pediatric emergency medicine.

Conflict of interest statement

The authors declare that they have no competing interests.

Copyright © 2021 Łoś et al.

Figures

Table 1. Data of medical students participating…
Table 1. Data of medical students participating in pediatric simulations.
Table 2. Results concerning technical, non-technical skills…
Table 2. Results concerning technical, non-technical skills and mindfulness in medical students during pediatric emergency simulations.
Table 3. Relationships between mindfulness, performance and…
Table 3. Relationships between mindfulness, performance and stress of medical students in pediatric emergency simulations.
Figure 1. Design of the study –…
Figure 1. Design of the study – flow diagram of the methods used to assess medical students’ stress, mindfulness and performance before and after pediatric emergency simulations.

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