The Impact of Physiological Hand Tremor and Anxiety on Students’ Performance during their First Local Anesthesia Practice in Oral Surgery Clinic Physiological Hand Tremor and Anxiety on Students during First Local Anesthesia Practice in Oral Surgery Clinic
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Abstract
Most students experience low self-confidence and anxiety when performing their first local anesthesia injection despite the methods of their training. This study intends to evaluate the effect of physiological hand tremor and anxiety on students’ performance during their first local anesthesia practice. Third-year students (n=130) participated in this study. The study group comprised (77 students) that had manikin training, then observed their colleagues administer local anesthesia on each other, and then practiced it themselves. The control group was (53) students transitioned from manikin training to clinical practice on each other without observation. The physiological hand tremor, instrument handling and technique were assessed by two faculty members, and then the students answered a questionnaire with the Interval Scale of Anxiety Response (ISAR). In the study group, (41.6%) had a physiological hand tremor compared to (51%) in the control group, and a higher percentage of students’ responses on the anxiety scale in the study group (61%) were calm and relaxed than in the control group (49%). A statistically significant weak negative correlation was found between physiological hand tremor and technique/instrument handling (rs= -0.333, p<0.05) and (rs=-0.238, P<0.05), respectively, as well as between anxiety levels and technique (rs= -0.210, p<0.05). Physiological hand tremor was a significant negative predictor for instrument handling (p<0.05), but anxiety level was not (p>0.05). Both physiological hand tremor and anxiety level were significant negative predictors for correct technique (p<0.001and p=0.05, respectively). In conclusion, decreased hand tremors and reduced anxiety levels independently enhanced students’ performance. Thus, to improve the development of psychomotor skills, training methods must target both factors as independent yet complementary pathways.
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