Learning task
SCHMIDT, CARDIAC ARREST
After completing the above-mentioned tasks (purportedly, Study 1) participants were requested to open the second envelope (purportedly, Study 2), which contained a 930-word text on oxidative damage during cardiac arrest. The text was prepared to by considering the participants’ prior knowledge to avoid ceiling effects and the relationship with the videoclip content (an incident with a patient undergoing cardiac arrest). The text was used in a previous study with similar participants [Written instructions asked participants to read the text as they would usually read any chapter in a medical textbook, writing down the starting and ending time using a digital clock visible in the room. They were informed that they could use as much time as needed and, when finished, answered whether they already had knowledge of the content (Yes/No).Subsequently, the participants filled in the Situational Cognitive Engagement Scale, an instrument that assesses involvement with learning tasks devised and validated by Rotgans and Schmidt [