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Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations.

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Title: Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations.
Authors: Grewal, Keerat (AUTHOR), Azher, Sayed (AUTHOR), Moreno, Matthew (AUTHOR), Pekrun, Reinhard (AUTHOR), Wiseman, Jeffrey (AUTHOR), Flake, Jessica (AUTHOR), Lajoie, Susanne (AUTHOR), Sun, Ning‐Zi (AUTHOR), Fried, Gerald M. (AUTHOR), Khalil, Elene (AUTHOR), Harley, Jason M. (AUTHOR)
Source: British Journal of Educational Psychology. Mar2026, Vol. 96 Issue 1, p306-336. 31p.
Subjects: Teams in the workplace, Self-evaluation, Curriculum, Emotion regulation, Research funding, Medical education, Academic medical centers, Data analysis, Questionnaires, Scientific observation, Interviewing, Emotions, Descriptive statistics, Chi-squared test, Simulation methods in education, Sound recordings, Frustration, Research methodology, Conceptual structures, Intraclass correlation, Statistics, Psychology of medical students, Student attitudes, Affect (Psychology), Comparative studies, Data analysis software, Group process, Video recording
Geographic Terms: United States
Abstract: Background: Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team‐based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood. Aims: To extend the understanding of medical trainees' emotions in the context of team‐based medical simulations using a new self‐report tool (Situated Emotion Regulation Questionnaire; SERQ). Sample: Participants were 106 medical trainees participating in team‐based simulations. Seventy‐one participated in multiple simulations. Methods: A field‐based, mixed‐methods methodology was used. Medical trainees self‐reported their emotions and perceptions of individual performance, team performance and team mood. Multi‐level analyses were used to account for nestedness. Debriefings were qualitatively analysed to provide validity evidence for the SERQ. Results: Team leaders reported significantly higher levels of shame post‐simulation than team members. A variable comprising post‐simulation happiness and hopefulness was a significant predictor of perceptions of team performance and team mood. Post‐simulation frustration was a significant predictor of perceptions of team mood. Participants' SERQ responses demonstrated alignment or mixed alignment with their debriefing responses. Conclusion: Using multi‐level analyses, our research provides insight into medical trainees' emotions and their effects on perceptions in highly ecologically valid simulation trainings. Future medical education training may use these findings to develop curricula and simulations to induce specific emotions or practice emotion regulation. Additionally, the SERQ demonstrated promising validity evidence and may be a valuable future research and educational tool. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations.
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  Data: <searchLink fieldCode="AR" term="%22Grewal%2C+Keerat%22">Grewal, Keerat</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Azher%2C+Sayed%22">Azher, Sayed</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moreno%2C+Matthew%22">Moreno, Matthew</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pekrun%2C+Reinhard%22">Pekrun, Reinhard</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wiseman%2C+Jeffrey%22">Wiseman, Jeffrey</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Flake%2C+Jessica%22">Flake, Jessica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lajoie%2C+Susanne%22">Lajoie, Susanne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Ning‐Zi%22">Sun, Ning‐Zi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fried%2C+Gerald+M%2E%22">Fried, Gerald M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Khalil%2C+Elene%22">Khalil, Elene</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harley%2C+Jason+M%2E%22">Harley, Jason M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2026, Vol. 96 Issue 1, p306-336. 31p.
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  Data: <searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+medical+centers%22">Academic medical centers</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Sound+recordings%22">Sound recordings</searchLink><br /><searchLink fieldCode="DE" term="%22Frustration%22">Frustration</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Intraclass+correlation%22">Intraclass correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Affect+%28Psychology%29%22">Affect (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink>
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  Data: Background: Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team‐based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood. Aims: To extend the understanding of medical trainees' emotions in the context of team‐based medical simulations using a new self‐report tool (Situated Emotion Regulation Questionnaire; SERQ). Sample: Participants were 106 medical trainees participating in team‐based simulations. Seventy‐one participated in multiple simulations. Methods: A field‐based, mixed‐methods methodology was used. Medical trainees self‐reported their emotions and perceptions of individual performance, team performance and team mood. Multi‐level analyses were used to account for nestedness. Debriefings were qualitatively analysed to provide validity evidence for the SERQ. Results: Team leaders reported significantly higher levels of shame post‐simulation than team members. A variable comprising post‐simulation happiness and hopefulness was a significant predictor of perceptions of team performance and team mood. Post‐simulation frustration was a significant predictor of perceptions of team mood. Participants' SERQ responses demonstrated alignment or mixed alignment with their debriefing responses. Conclusion: Using multi‐level analyses, our research provides insight into medical trainees' emotions and their effects on perceptions in highly ecologically valid simulation trainings. Future medical education training may use these findings to develop curricula and simulations to induce specific emotions or practice emotion regulation. Additionally, the SERQ demonstrated promising validity evidence and may be a valuable future research and educational tool. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191428623
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70017
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      – Code: eng
        Text: English
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        PageCount: 31
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    Subjects:
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Emotion regulation
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      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Medical education
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      – SubjectFull: Academic medical centers
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      – SubjectFull: Data analysis
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      – SubjectFull: Questionnaires
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      – SubjectFull: Scientific observation
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      – SubjectFull: Interviewing
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      – SubjectFull: Emotions
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Chi-squared test
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      – SubjectFull: Simulation methods in education
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      – SubjectFull: Sound recordings
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      – SubjectFull: Statistics
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      – SubjectFull: Psychology of medical students
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      – SubjectFull: Student attitudes
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