Ecological momentary assessment and physiological self-evaluation improve mindfulness of stress-related events during interprofessional training. Meta-analysis of a pilot study

Abstract

Introduction

Self-reflective learning improves interprofessional education (IPE).

Objectives

Promoting ecological momentary assessment (EMA) of IPE via an online app. This shall allow contextual recording of students’ heart rate during and after pivotal moments of their training, thus improving mindfulness of stressful events (MSE).

Aims

To make health care students mindful of the effect of their anxiety about learning, patient safety and performance.

Methods

Thirty-two undergraduate students contextually recorded their heart rate with a pulse-oximeter before and after each learning moment: discussion of a clinical case during ward rounds (ClinDis), attending patients as an interprofessional team (BedPat) and self-reflective practice at the end of each day of training (SelfRef). Results were recorded on a dedicated app linked to an online survey. Meta-analysis with Tau squared (t²), Cochrane's Q and I² provided the results.

Results

Meta-analysis (Fig. 1) of IPE events was significant at P = 0.003, with t² = 16.515, Q (5d.f.) = 17.913, and I² = 72.088%. The bedside care had the higher statistically significant heterogeneity in the before-after event with t² = 53.275, P = 0.001, Q (5d.f.) = 10.803 and I² = 90.74% due to an increase in heart rate after patient care (BedPatAft).

Conclusions

EMA reinforces self-reflection in IPE by making students mindful of the impact of educational emotions on team performance and patients’ quality of care.

Fig. 1

Results for contextual heart rate during interprofessional education.

Disclosure of interest

The authors have not supplied their declaration of competing interest.