Peer-Led Examination Simulation Reshapes Psychophysiological and Emotional State Profiles During Problem-Based Medical Learning
This study demonstrates that embedding a peer-led examination simulation into problem-based learning for medical students induces a more salient and educationally valued psychophysiological state characterized by increased autonomic arousal and reduced boredom, without compromising motivation, thereby validating psychophysiological metrics as tools for optimizing instructional design.