Learning Process of Medical Students During Simulation Training in Psychiatry

NCT03983798 | Completed DMC

• 1 other identifier: PSY-04-2018
• Study Type: observational
• Target: 72
• Locations: 1 country
• Sites: 2

Brief Summary

In french context, simulation training is not well implemented in medical school, mainly in psychiatry. We aim to build a formative and summative assessment tool of competences specific to this pedagogic context, so as to support its development. This studies aims to explore learning process and factors supporting or preventing from learning of medical students during simulation in psychiatry. A convenient sample of 72 voluntary participants, allocated among 6 groups of around 12 students, will be recruited at Paris Descartes, Paris Diderot and Brest Universities between september of 2018 and june of 2019. Each participant will complete 6 hours of psychiatric simulation training, dealing with mood disorders, anxious disorders, eating disorders, borderline disorders, substance abuse and schizophrenia. Participant will be offered to complete a portfolio about learning process during the trimester they are involved, a concept gap before and after each training and the " Learning Effectiveness Inventory Scale "at the end of simulation. A purposive sample of students will have to complete a face-to-face semi-interview (until reaching data saturation). Video record of simulation and audio-record of debriefing will be analysed to enhance triangulation process of analysis.

Conditions

Role Playing; Psychology; Learning

Keywords

Simulation training; Patient simulation; Psychiatric; Medical students; Educational; Medical

Outcome Measures

Primary Outcomes (2)

• Learning process assessed by qualitative approach ( constructivist Grounded Theory) through semi-structured interviews.

  Learning process assessed by semi-structured face-to-face interview from a purposive sample of participants, until reaching data saturation. There are no scale, no score, we have just to follow this qualitative method of analysis (Glaser BG, Strauss AL. The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine; 1967).

  6 weeks

• Learning process assessed by qualitative approach ( constructivist Grounded Theory) through written port-folio.

  Learning process assessed on written port-folio with open questions on learning process on each simulation session, until reaching data saturation.There are no scale, no score, we have just to follow this qualitative method of analysis (Glaser BG, Strauss AL. The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine; 1967).

  6 weeks

Secondary Outcomes (5)

• Factors supporting or preventing learning of 5th year medical students during simulation training in psychiatry assessed by qualitative approach ( constructivist Grounded Theory) through semi-structured interviews.

  6 weeks

• Factors supporting or preventing learning of 5th year medical students during simulation training in psychiatry assessed by qualitative approach ( constructivist Grounded Theory) through written port-folio.

  6 weeks

• Evolution of concept map on main psychiatric disorders studied during psychiatric simulation.

  Before and immediately after simulation

• Satisfaction about learning: Self-questionnaire

  Immediately after the end of simulation

• Sociodemographic and other questions

  Immediately after the end of simulation

Study Arms (1)

Simulation training in psychiatry

Convenient sample of 72 voluntary medical students, allocated among 6 groups of around 12 students, will be recruited at Paris Descartes, Paris Diderot and Brest Universities between september of 2018 and June of 2019.

Other: Simulation training in psychiatry

Interventions

Simulation training in psychiatry OTHER

Each participant will complete 6 hours of psychiatric simulation training, dealing with mood disorders, anxious disorders, eating disorders, borderline disorders, substance abuse and schizophrenia. Simulation training will be supplemented by brief lecture on concept map and portfolio at the beginning of the first hour. Curriculum integration of simulation training in psychiatric course assure that each pathology studied is supplemented by a one-hour lecture and 1 to 3 hours clinical cases and MCQ training. A part of the medical students are supplemented by clinical practice ; whereas the other won't benefit from clinical practice.

Simulation training in psychiatry

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)
• Sampling Method: Probability Sample

Study Population

Voluntary medical students recruited at Paris Descartes, Paris Diderot and Brest Universities

You may qualify if:

• Age \> to 18 years old
• Undergraduate medical student of Paris Descartes, Paris Diderot or Brest University
• During university year 2018-2019
• French or English langage
• Agreement

You may not qualify if:

• Refusal of agreement

Sponsors & Collaborators

• Institut Mutualiste Montsouris: lead

Study Sites (2)

Institut mutualiste montsouris

Paris, 75014, France

Location

Institut Mutualiste Montsouris

Paris, Île-de-France Region, 75014, France

Location

Related Publications (3)

• Lavoie P, Michaud C, Belisle M, Boyer L, Gosselin E, Grondin M, Larue C, Lavoie S, Pepin J. Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. J Adv Nurs. 2018 Feb;74(2):239-250. doi: 10.1111/jan.13416. Epub 2017 Sep 20.

  PMID: 28815750 BACKGROUND

• Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977 Mar;84(2):191-215. doi: 10.1037//0033-295x.84.2.191. No abstract available.

  PMID: 847061 BACKGROUND

• Chen SL, Huang TW, Liao IC, Liu C. Development and validation of the Simulation Learning Effectiveness Inventory. J Adv Nurs. 2015 Oct;71(10):2444-53. doi: 10.1111/jan.12707. Epub 2015 Jun 15.

  PMID: 26073864 BACKGROUND

MeSH Terms

Interventions

Psychiatry

Intervention Hierarchy (Ancestors)

Behavioral Sciences; Behavioral Disciplines and Activities

Study Officials

• Marie-Aude PIOT, MD, PhD

  Institut Mutualiste Montsouris

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: observational
• Observational Model: COHORT
• Time Perspective: PROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: October 16, 2018
• First Posted: June 12, 2019
• Study Start: October 16, 2018
• Primary Completion: January 2, 2019
• Study Completion: July 10, 2019
• Last Updated: October 15, 2019

Record last verified: 2019-07

Locations

FR (2)