G596 The impact of extraversion on medical students' engagement in paediatric simulation training. (May 2019)

• Record Type: Journal Article
• Authors: McAvoy-Yau, A; Kelly, A
• Is Part Of: Archives of disease in childhood. Volume 104:(2019)Supplement 2
• Page Start: A240
• Page End: A241
• Publication Date: 2019-05
• Subjects: Children -- Diseases -- Periodicals; Infants -- Diseases -- Periodicals; 618.920005
• DOI: 10.1136/archdischild-2019-rcpch.577
• Languages: English
• ISSNs: 0003-9888

Abstract

Abstract : Background: We noted differing student attitudes towards simulation whilst running a simulation programme for students in paediatrics: many were enthusiastic, but others appeared anxious and required encouragement to fully participate. We hypothesised that highly extraverted students might have more confidence and might therefore engage in simulation training more easily. Methods: 86 medical students attended a simulation day on paediatric emergencies in groups of 6–8 over six months. Students completed a personality questionnaire before the session, which used the validated Five Factor Model to determine their score for extraversion (low, moderate or high). Feedback was collected from students before and after the session, using a Likert scale of 1–5, and was compared against extraversion scores. Results: Students in the cohort were predominantly moderately/highly extraverted. Students low in extraversion reported the highest anxiety (4.00 vs. average 3.10) and the lowest confidence (2.22 vs. average 2.85) before the session. Low extraverts were least likely to volunteer to lead a team (22.2% of total low extraverts, compared to 45.5% of high and 45.6% of moderate extraverts) and were least likely to be asked to lead by faculty (11.1% total). Only 33.3% of low extraverts had a chance to lead a team, compared to 70.5% of moderate and 57.6% of high extraverts. However, low extraverts showed the biggest confidence improvements for both team leading (+0.80) and being observed by peers (+1.62). Conclusions: People low in extraversion tend to be reserved and shy; this might explain why these students reported higher anxiety and lower confidence scores, and why they were less likely to volunteer to lead a team. Despite this, these students had the highest improvement in non-technical simulation factors such as being observed by peers. Interestingly, faculty tended to choose moderately/highly extraverted students to lead scenarios, perhaps because these students appeared more outgoing and were therefore more visible. Students low in extraversion might miss out on important simulation opportunities due to their reluctance to volunteer and the likelihood they will not be chosen to lead. Simulation teaching can be improved by systematically choosing team leaders to avoid unconscious biases from faculty and to ensure all students get the same educational benefit.