Objective: This study examined changes in anxiety associated with different modes of student orientation to a manikin-based simulation lab. It was purposed that the addition of an online orientation prior to the actual lab would save time for more learning content during the session.
Methods: Anxiety scores were gathered from groups of interns, using a visual analog scale. Some students experienced a 30-minute in-person orientation while others completed an online module. One-way analysis of variance and the Kruskal-Wallis test were used for analysis.
Results: Mean anxiety scores were not statistically different (χ2 = 2.51, p = .29) between the group that received a 30-minute in-person orientation and the online group. At the end of the entire introductory phase, there was a significant difference between year cohorts (F = 9.61, p < .001), indicating overall higher anxiety for one of the years receiving in-person orientation. However, when looking at the remaining in-person orientation year vs the online module year, there was no significant difference seen (p = .56).
Conclusions: Successful transition, resulting in substantial gain to learning time, was observed by changing an in-person orientation to an online format. Anxiety levels were noted to fluctuate significantly from year to year regardless of orientation method.
Author keywords: Anxiety, Simulation Training, Chiropractic, Education
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