The extent of the physiological state of the stress response is examined using markers of the autonomic nervous system and the hypothalamic pituitary adrenal axis activity.
Conditions
Interventions
Group 1: Data are collected from three different groups of test subjects. The first cohort (PK) takes part in the regular face-to-face event of the course.
Group 2: The second cohort (OK-) simultaneou
Sponsors
Ruhr-Universität Bochum, Abteilung für Anatomie und Molekulare Embryologie
Eligibility
Sex/Gender
All
Age
18 Years to 25 Years
Inclusion criteria
Inclusion criteria: • Age between 18-25 years • Students in the 1st semester of medicine • No previous participation in large anatomical internships • Consent according to the declaration of consent (see attachments) • BMI between 18-27 kg / m2
Exclusion criteria
Exclusion criteria: • Severe internal diseases, e.g. severe decompensated organ disease of the heart or kidneys • History of known or current mental illness or disorder associated with the use of drugs that have an active modulating effect on the neurotransmitter system (e.g. tricyclic antidepressants (TCAs), selective serotonin reuptake inhibitors (SSRI), selective serotonin-norepinephrine reuptake inhibitors (SSNRI) • Ingestion of: parasympathomimetics, sympathomimetics, parasympatholytics, sympatholytics • Endocrine disorders known to affect endogenous hormone levels (e.g. hyper- / hypothyroidism) • Use of systemic glucocorticoids • History of known or current addiction or abuse of alcohol or medication. • Cushing's disease • Adrenal fatigue (hypoadrenia) • Smoking (exclusion or max. 5 cigarettes per month)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The identification of possible differences in hormone-physiological, enzymatic or cardiac-modulating parameters in comparison between online and face-to-face teaching. Exploring the influence of teaching methods and increased opportunities for interaction during online teaching on the physiological parameters of the students. Identifying possible differences in hormone-physiological, enzymatic or cardiac-modulating parameters in comparison between online and face-to-face teaching. Exploring the influence of teaching methods and increased opportunities for interaction during online teaching on the physiological parameters of the students. We use the ECGMove 4 sensor from Movisens to measure the heart rate variability. The EcgMove 4 is the most precise mobile sensor for determining the ECG signal in combination with physical activity, which enables long-term measurements without annoying cables. The sensor is optimized for use in scientific studies and for interactive outpatient assessment. The carrying system by means of adhesive electrodes offers a high level of comfort, which leads to improved compliance for the test subjects, higher data quality and thus less effort in carrying out a study. Using the adhesive electrodes, the test subjects attach the sensor themselves below the left breast. Explanation of the data flow in the context of the HRV measurement: The movisens "SensorManager" software is required to configure the movisens sensors for a measurement and to read out the data. The movisens sensors record the data in raw format and save them on the internal memory. When reading out the data using the SensorManager, the data can be saved in two data formats on the study computer. The data can be saved in .csv format or in the universal data format unisens. The unisens data format is used to evaluate the data in the movisens data evaluation software DataAnalyzer. The algorithms used by the movisens data analysis software to calculate parameters can be viewed fr | — |
Secondary
| Measure | Time frame |
|---|---|
| Specific self-efficacy expectation: The specific expectation of self-efficacy is recorded using the validated Science Motivation Questionnaire II (SMQ-II) (Shawn M. Glynn 2011), which was adapted for microscopic anatomy. Mental Load and Mental Effort: Mental load and mental effort are also recorded by questionnaire using the scales of the same name (Krell 2017). Subjectively perceived stress level (VAS): The subjectively perceived stress level is measured using the Visual Analog Scale (VAS). The VAS is considered a valid and efficient alternative to item-based stress exposure surveys (Lesage 2012). On a 10 cm long line, the test persons cross their subjectively perceived stress level between the points “no stress at all” and “extreme stress”. Fear in a social context: Measurements of anxiety in a social context are carried out using the Social Interaction Anxiety Scale (SIAS) (Clarke, Mattcik 1989) and Social Phobia Scale (SPS) (Clarke, Mattcik 1999). In terms of content, the items relate to fear in situations in which an action is or could be exposed to observation by others. Learning success (Performance): All students take part in a learning progress check, which consists of five questions about the content discussed in the course and is asked at a central appointment. The points achieved by the test subjects should be evaluated as learning success and included in the study presented. The learning progress control takes place online via the Moodle platform. | — |
Countries
Germany
Contacts
Public ContactMorris Gellisch
Ruhr-Universität Bochum
Outcome results
None listed