Assessing Japanese Medical Students' Emotions and Emotion Regulation during Team based Simulation: Cross-cultural Adaptation of Simulation Emotion Regulation Questionnaire in Japanese

• In Event: AERA Graduate Student Research-in-Progress Session 3
  In Roundtable Session: Emotional Regulation and Well-Being Among Early Career Faculty and Graduate and Professional Students (Table 7)

Abstract

This study investigates the impact of emotions on the clinical performance of Japanese medical students during simulation training, focusing on emotion regulation strategies. Utilizing the Simulation Emotion Regulation Questionnaire (SimERQ), translated into Japanese (J-SimERQ), the study applies Kane's validation framework. Preliminary findings from 5th-year medical students reveal curiosity as the most endorsed positive emotion, and nervousness as the predominant negative emotion, with attention deployment being a frequently reported emotion regulation strategy. Initial regression analyses suggest curiosity significantly predicts team performance. The J-SimERQ's successful translation and alignment with the Emotion Regulation in Achievement Situations (ERAS) model underscore its adequacy for measuring emotions in Japanese medical students, contributing valuable insights to the nascent field of healthcare simulation research in Japan.

Author

• Osamu Nomura, Gifu University