title: Manikin-based simulation: online orientation and student anxiety.
abstract: 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.
authors.forename: Dominic A
authors.initials: DA
authors.lastname: Giuliano
authors.forename: Marion
authors.initials: M
authors.lastname: McGregor
authors.forename: Loretta
authors.initials: L
authors.lastname: Howard
authors.forename: Rebecca
authors.initials: R
authors.lastname: Taylor
authors.forename: Rachel
authors.initials: R
authors.lastname: Statz
authors.forename: Madolyn
authors.initials: M
authors.lastname: Linka
authors.forename: Christina
authors.initials: C
authors.lastname: Bagnell
keywords: Anxiety; Chiropractic; Education; Simulation Training