Show simple item record

dc.creatorBellido-Esteban, Alberto
dc.creatorBeltrán Velasco, Ana Isabel
dc.creatorRuisoto, Pablo
dc.creatorNikolaidis, Pantelis
dc.creatorKnechtle, Beat
dc.creatorClemente-Suárez, Vicente Javier
dc.description.abstractThe 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
dc.publisherCorporación Universidad de la Costaspa
dc.rightsCC0 1.0 Universal*
dc.sourceFrontiers in Physiologyspa
dc.subjectAutonomic stress responsespa
dc.subjectExecutive functionsspa
dc.titleThe effect of psychology objective structured clinical examination scenarios presentation order on students autonomic stress responsespa
dcterms.referencesAppelhans, B. M., and Luecken, L. J. (2006). Heart rate variability as an index of regulated emotional responding. Rev. Gen. Psychol. 10, 229–240. doi: 10.1037/1089-2680.10.3.229spa
dcterms.referencesBelinchon-Demiguel, P., and Clemente-Suárez, V. J. (2018). Psychophysiological, body composition, biomechanical and autonomic modulation analysis procedures in an ultraendurance mountain race. J Med Sys. 42:32. doi: 10.1007/s10916-017-0889-yspa
dcterms.referencesBelinchón-deMiguel, P., Ruisoto-Palomera, P., and Clemente-Suárez, V. J. (2019). Psychophysiological stress response of a paralympic athlete during an ultra-endurance event. A case study. J. Med. Sys. 43:70. doi: 10.1007/s10916-019-1188-6spa
dcterms.referencesBeltrán-Velasco, A., Bellido-Esteban, A., Ruisoto-Palomera, P., and ClementeSuárez, V. (2018). Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination. J Med Sys. 42:35. doi: 10.1007/s10916-018-0893-xspa
dcterms.referencesBeltrán-Velasco, A. I., Mendoza-Castejón, D., Fuentes-García, J. P., and Clemente-Suárez, V. J. (2020). Behavioural, psychological, and physiological stress markers and academic performance in immigrant and nonimmigrant preschool and school students. Physiol. Behav. 225:113081. doi: 10.1016/j.physbeh.2020.113081spa
dcterms.referencesBeltrán-Velasco, A. I., Ruisoto-Palomera, P., Bellido-Esteban, A., García-Mateos, M., and Clemente-Suárez, V. J. (2019). Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation. J Med Sys. 43:68. doi: 10.1007/s10916-019-1187-7spa
dcterms.referencesBeltrán-Velasco, A. I., Sánchez-Conde, P., Ramos-Campo, D. J., and ClementeSuárez, V. J. (2021). Monitorization of autonomic stress response of nurse students in hospital clinical simulation. Biomed Res. Int. 2021, 1–7. doi: 10.1155/2021/6641425spa
dcterms.referencesBorggreve, A. S., Meijer, J. M., Schreuder, H. W., and Ten Cate, O. (2017). Simulation-based trauma education for medical students: a review of literature. Med. Teach. 39, 631–638. doi: 10.1080/0142159X.2017.1303135spa
dcterms.referencesBradley, P. (2006). The history of simulation in medical education and possible future directions. Med. Educ. 40, 254–262. doi: 10.1111/j.1365-2929.2006.02394.xspa
dcterms.referencesChan, R. C., Shum, D., Toulopoulou, T., and Chen, E. Y. (2008). Assessment of executive functions: review of instruments and identification of critical issues. Arch. Clin. Neuropsychol. 23, 201–216. doi: 10.1016/j.acn.2007.08.010spa
dcterms.referencesClemente-Suárez, V. (2015). Psychophysiological response and energy balance during a 14-h ultraendurance mountain running event. Appl. Physiol. Nutr. Metab. 40, 269–273. doi: 10.1139/apnm-2014-0263spa
dcterms.referencesClemente-Suárez, V., Beltrán-Velasco, A. I., Bellido-Esteban, A., and Ruisoto, P. (2018). Autonomic adaptation to clinical simulation in psychology students: teaching applications. Appl. Psychophysiol. Biofeedback 43, 239–245. doi: 10.1007/s10484-018-9404-6spa
dcterms.referencesClemente-Suárez, V., and Robles-Pérez, J. J. (2013). Mechanical, physical, and physiological analysis of symmetrical and asymmetrical combat. J. Strength Cond. Res. 27, 2420–2426. doi: 10.1519/JSC.0b013e31828055e9spa
dcterms.referencesClemente-Suárez, V., Robles-Pérez, J. J., and Fernández-Lucas, J. (2017). Psychophysiological response in an automatic parachute jump. J. Sports Sci. 35, 1872–1878. doi: 10.1080/02640414.2016.1240878spa
dcterms.referencesClemente-Suarez, V. J., Herrera-Mendoza, K., Montañez-Romero, M., Navarro, M. C., Crespo-Ribera, W., Vargas, C., et al. (2021). Respuesta autonómica de estrés en estudiantes de doctorado. Cult. Educa. Soc. 12, 9–18. doi: 10.17981/cultedusoc.12.1.2021.01spa
dcterms.referencesCrego, A., Carrillo-Diaz, M., Armfield, J. M., and Romero, M. (2016). Stress and academic performance in dental students: the role of coping strategies and examination-related self-efficacy. J. Dent. Educ. 80, 165–172. doi: 10.1002/j.0022-0337.2016.80.2.tb06072.xspa
dcterms.referencesDelgado-Moreno, R., Robles-Pérez, J. J., Aznar-Laín, S., and ClementeSuárez, V. J. (2019). Effect of experience and psychophysiological modification by combat stress in soldier’s memory. J. Med. Sys. 43, 150–159. doi: 10.1007/s10916-019-1261-1spa
dcterms.referencesDiamond, A. (2013). Executive functions. Annu. Rev. Psychol. 64, 135–168. doi: 10.1146/annurev-psych-113011-143750spa
dcterms.referencesGiles, D. E., Draper, N., and Neil, W. (2015). Validity of the Polar V800 heart rate monitor to measure RR intervals at rest. Eur. J. Appl. Physiol. 116, 563–571. doi: 10.1007/s00421-015-3303-9spa
dcterms.referencesHood, A., Pulvers, K., Spady, T. J., Kliebenstein, A., and Bachand, J. (2015). Anxiety mediates the effect of acute stress on working memory performance when cortisol levels are high: a moderated mediation analysis. Anxiety Stress Coping 28, 545–562. doi: 10.1080/10615806.2014.1000880spa
dcterms.referencesHormeño-Holgado, A. J., and Clemente-Suárez, V. J. (2019a). Psychophysiological monitorization in a special operation selection course. J. Med. Sys. 43:47. doi: 10.1007/s10916-019-1171-2spa
dcterms.referencesHormeño-Holgado, A. J., and Clemente-Suárez, V. J. (2019b). Effect of different combat jet manoeuvres in the psychophysiological response of professional pilots. Physiol. Behav. 208:112559. doi: 10.1016/j.physbeh.2019.112559spa
dcterms.referencesKane, M., and Engle, R. (2002). The role of prefrontal cortex in workingmemory capacity, executive attention, and general fluid intelligence: an individual-differences perspective. Psychon. Bull. Rev. 9, 637–671. doi: 10.3758/BF03196323spa
dcterms.referencesMalik, M., Bigger, J., Camm, A., and Kleiger, R. (1996). Heart rate variability. Standards of measurement, physiological interpretation and clinical use. Task force of the european society of cardiology and the North American society of pacing and electrophysiology. Eur. Heart J. 17, 354–
dcterms.referencesMendoza-Castejón, D., and Clemente-Suárez, V. J. (2020). Psychophysiological stress markers and behavioural differences between rural and city primary school students. Int. J. Environ. Res. Public Health 17:3157. doi: 10.3390/ijerph17093157spa
dcterms.referencesMendoza-Castejon, D., Fraile-García, J., Diaz-Manzano, M., Fuentes-Garcia, J. P., and Clemente-Suárez, V. J. (2020). Differences in the autonomic nervous system stress status of urban and rural school teachers. Physiol. Behav. 222:112925. doi: 10.1016/j.physbeh.2020.112925spa
dcterms.referencesMorgan, C. A., Doran, A., Steffian, G., Hazlett, G., and Southwick, S. (2006). Stress-induced deficits in working memory and visuo-constructive abilities in special operations soldiers. Biol. Psychiatry 60, 722–729. doi: 10.1016/j.biopsych.2006.04.021spa
dcterms.referencesMunroe, B., Buckley, T., Curtis, K., and Morris, R. (2016). Designing and implementing full immersion simulation as a research tool. Australas. Emerg. Nurs. J. 19, 90–105. doi: 10.1016/j.aenj.2016.01.001spa
dcterms.referencesRamírez-Adrados, A., Beltrán-Velasco, A. I., Gonzalez-de-Ramos, C., FernándezMartínez, S., Martínez-Pascual, B., Fernández-Elías, V. E., et al. (2020a). The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students. Physiol. Behav. 224, 1130–1143. doi: 10.1016/j.physbeh.2020.113043spa
dcterms.referencesRamírez-Adrados, A., Fernández-Martínez, S., Martínez-Pascual, B., Gonzalezde-Ramos, C., Fernández-Elías, V. E., and Clemente-Suárez, V. J. (2020b). Psychophysiological stress response of physiotherapy last year students in his final degree dissertation. Physiol. Behav. 222:112928. doi: 10.1016/j.physbeh.2020.112928spa
dcterms.referencesRedondo-Flórez, L., Fernández-Lucas, J., and Clemente-Suárez, V. J. (2020). Cultural differences in stress-related psychological, nutrition, physical activity and oral health factors of professors. Nutrients 12:3644. doi: 10.3390/nu12123644spa
dcterms.referencesRedondo-Flórez, L., Tornero-Aguilera, J. F., Ramos-Campo, D. J., and Clemente-Suárez, V. J. (2021). Gender differences in stress-and burnoutrelated factors of university professors. Biomed Res. Int. 2020:6687358. doi: 10.1155/2020/6687358spa
dcterms.referencesRuisoto, P., Ramírez, M. R., García, P. A., Paladines-Costa, B., Vaca, S. L., and Clemente-Suárez, V. J. (2021). Social support mediates the effect of burnout on health in health care professionals. Front. Psychol. 11:3867. doi: 10.3389/fpsyg.2020.623587spa
dcterms.referencesSánchez-Conde, P., Beltrán-Velasco, A. I., and Clemente-Suárez, V. (2019). Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays. Physiol. Behav. 207, 99–103. doi: 10.1016/j.physbeh.2019.05.008spa
dcterms.referencesSaravanan, C., and Wilks, R. (2014). Medical students’ experience of and reaction to stress: the role of depression and anxiety. ScientificWorldJournal 2014:737382. doi: 10.1155/2014/737382spa
dcterms.referencesSobh, A. H., Austin, Z., Izham, M. M. I., Diab, M. I., Wilby, K. J. (2017a). Application of a systematic approach to evaluating psychometric properties of a cumulative exit-from-degree objective structured clinical examination (OSCE). Curr Pharm Teach Learn. 9, 1091–1098. doi: 10.1016/j.cptl.2017.07.011spa
dcterms.referencesSobh, A. H., Izham, M., Diab, M., Pawluk, S., Austin, Z., and Wilby, K. (2017b). Qualitative evaluation of a cumulative exit-from-degree objective structured Q22 Q23 clinical examination (OSCE) in a gulf context. Am. J. Pharm. Educ. 17, 73–
dcterms.referencesSoliemanifar, O., Soleymanifar, A., and Afrisham, R. (2018). Relationship between personality and biological reactivity to stress: a review. Psychiatry Investig. 15, 1100–1114. doi: 10.30773/pi.2018.10.14.2spa
dcterms.referencesStarcke, K., Wiesen, C., Trotzke, P., and Brand, M. (2016). Effects of acute laboratory stress on executive functions. Front. Psychol. 7:461. doi: 10.3389/fpsyg.2016.00461spa
dcterms.referencesTornero-Aguilera, J. F., and Clemente-Suárez, V. J. (2018). Effect of experience, equipment and fire actions in psychophysiological response and memory of soldiers in actual underground operations. Int. J. Psychophysiol. 128, 40–46. doi: 10.1016/j.ijpsycho.2018.03.009spa
dcterms.referencesUnsworth, N., Fukuda, K., Awh, E., and Vogel, E. K. (2014). Working memory and fluid intelligence: capacity, attention control, and secondary memory retrieval. Cogn. Psychol. 71, 1–26. doi: 10.1016/j.cogpsych.2014.01.003spa
dcterms.referencesVicente-Rodriguez, M., and Clemente-Suárez, V. (2020). Psychophysiological anxiety response of a rescue helicopter crew in a crane rescue manoeuvre. BMJ Mil Health. doi: 10.1136/bmjmilitary-2019-001345spa

Files in this item


This item appears in the following Collection(s)

Show simple item record

CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal