AutomedicationFrancoV1, Main, Exploration, bibRecord, 000C53

Does the unexpected death of the manikin in a simulation maintain the participants' perceived self-efficacy? An observational prospective study with medical students.

Identifieur interne : 000C53 ( Main/Exploration ); précédent : 000C52; suivant : 000C54

Does the unexpected death of the manikin in a simulation maintain the participants' perceived self-efficacy? An observational prospective study with medical students.

Auteurs : Anne Weiss [France] ; Morgan Jaffrelot [France] ; Jean-Claude Bartier [France] ; Thierry Pottecher [France] ; Isabelle Borraccia [France] ; Gilles Mahoudeau [France] ; Eric Noll [France] ; Véronique Brunstein [France] ; Chloé Delacour [France] ; Thierry Pelaccia [France]

Source :

BMC medical education [ 1472-6920 ] ; 2017.

RBID : pubmed:28683737

Descripteurs français

English descriptors

KwdEn :
- Attitude of Health Personnel (MeSH), Clinical Competence (MeSH), Education, Medical, Undergraduate (MeSH), Educational Measurement (MeSH), Formative Feedback (MeSH), Heart Arrest (mortality), Humans (MeSH), Manikins (MeSH), Patient Simulation (MeSH), Problem-Based Learning (standards), Prospective Studies (MeSH), Self Efficacy (MeSH), Students, Medical (psychology), Task Performance and Analysis (MeSH).
MESH :
- mortality : Heart Arrest.
- psychology : Students, Medical.
- standards : Problem-Based Learning.
- Attitude of Health Personnel, Clinical Competence, Education, Medical, Undergraduate, Educational Measurement, Formative Feedback, Humans, Manikins, Patient Simulation, Prospective Studies, Self Efficacy, Task Performance and Analysis.

Abstract

BACKGROUND

The death of a simulated patient is controversial. Some educators feel that having a manikin die is prejudicial to learning; others feel it is a way of better preparing students for these situations. Perceived self-efficacy (PSE) reflects a person's perception of their ability to carry out a task. A high PSE is necessary to manage a task efficiently. In this study, we measured the impact of the death of a simulated patient on medical students' perceived self-efficacy concerning their ability to cope with a situation of cardiac arrest.

METHODS

We carried out a single-centre, observational, prospective study. In group 1 (n = 27), pre-graduate medical students were warned of the possible death of the manikin; group 2 students were not warned (n = 29). The students' PSE was measured at the end of the simulated situation and after the debriefing.

RESULTS

The PSE of the two groups was similar before the debriefing (p = 0.41). It had significantly progressed at the end of the debriefing (p < 0,001). No significant difference was noted between the 2 groups (p = 0.382).

CONCLUSIONS

The simulated death of the manikin did not have a negative impact on the students' PSE, whether or not they had been warned of the possible occurrence of such an event. Our study helps defend the position which supports the inclusion of unexpected death of the manikin in a simulation setting.

DOI: 10.1186/s12909-017-0944-x
PubMed: 28683737
PubMed Central: PMC5501339

Affiliations:

Links toward previous steps (curation, corpus...)

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Le document en format XML

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<author><name sortKey="Delacour, Chloe" sort="Delacour, Chloe" uniqKey="Delacour C" first="Chloé" last="Delacour">Chloé Delacour</name>
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<author><name sortKey="Pelaccia, Thierry" sort="Pelaccia, Thierry" uniqKey="Pelaccia T" first="Thierry" last="Pelaccia">Thierry Pelaccia</name>
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<series><title level="j">BMC medical education</title>
<idno type="eISSN">1472-6920</idno>
<imprint><date when="2017" type="published">2017</date>
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<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Attitude of Health Personnel (MeSH)</term>
<term>Clinical Competence (MeSH)</term>
<term>Education, Medical, Undergraduate (MeSH)</term>
<term>Educational Measurement (MeSH)</term>
<term>Formative Feedback (MeSH)</term>
<term>Heart Arrest (mortality)</term>
<term>Humans (MeSH)</term>
<term>Manikins (MeSH)</term>
<term>Patient Simulation (MeSH)</term>
<term>Problem-Based Learning (standards)</term>
<term>Prospective Studies (MeSH)</term>
<term>Self Efficacy (MeSH)</term>
<term>Students, Medical (psychology)</term>
<term>Task Performance and Analysis (MeSH)</term>
</keywords>
<keywords scheme="KwdFr" xml:lang="fr"><term>Analyse et exécution des tâches (MeSH)</term>
<term>Apprentissage par problèmes (normes)</term>
<term>Arrêt cardiaque (mortalité)</term>
<term>Attitude du personnel soignant (MeSH)</term>
<term>Auto-efficacité (MeSH)</term>
<term>Compétence clinique (MeSH)</term>
<term>Enseignement médical premier cycle (MeSH)</term>
<term>Humains (MeSH)</term>
<term>Mannequins (MeSH)</term>
<term>Rétroaction formative (MeSH)</term>
<term>Simulation sur patients standardisés (MeSH)</term>
<term>Études prospectives (MeSH)</term>
<term>Étudiant médecine (psychologie)</term>
<term>Évaluation des acquis scolaires (MeSH)</term>
</keywords>
<keywords scheme="MESH" qualifier="mortality" xml:lang="en"><term>Heart Arrest</term>
</keywords>
<keywords scheme="MESH" qualifier="mortalité" xml:lang="fr"><term>Arrêt cardiaque</term>
</keywords>
<keywords scheme="MESH" qualifier="normes" xml:lang="fr"><term>Apprentissage par problèmes</term>
</keywords>
<keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiant médecine</term>
</keywords>
<keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students, Medical</term>
</keywords>
<keywords scheme="MESH" qualifier="standards" xml:lang="en"><term>Problem-Based Learning</term>
</keywords>
<keywords scheme="MESH" xml:lang="en"><term>Attitude of Health Personnel</term>
<term>Clinical Competence</term>
<term>Education, Medical, Undergraduate</term>
<term>Educational Measurement</term>
<term>Formative Feedback</term>
<term>Humans</term>
<term>Manikins</term>
<term>Patient Simulation</term>
<term>Prospective Studies</term>
<term>Self Efficacy</term>
<term>Task Performance and Analysis</term>
</keywords>
<keywords scheme="MESH" xml:lang="fr"><term>Analyse et exécution des tâches</term>
<term>Attitude du personnel soignant</term>
<term>Auto-efficacité</term>
<term>Compétence clinique</term>
<term>Enseignement médical premier cycle</term>
<term>Humains</term>
<term>Mannequins</term>
<term>Rétroaction formative</term>
<term>Simulation sur patients standardisés</term>
<term>Études prospectives</term>
<term>Évaluation des acquis scolaires</term>
</keywords>
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<front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b>
</p>
<p>The death of a simulated patient is controversial. Some educators feel that having a manikin die is prejudicial to learning; others feel it is a way of better preparing students for these situations. Perceived self-efficacy (PSE) reflects a person's perception of their ability to carry out a task. A high PSE is necessary to manage a task efficiently. In this study, we measured the impact of the death of a simulated patient on medical students' perceived self-efficacy concerning their ability to cope with a situation of cardiac arrest.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>METHODS</b>
</p>
<p>We carried out a single-centre, observational, prospective study. In group 1 (n = 27), pre-graduate medical students were warned of the possible death of the manikin; group 2 students were not warned (n = 29). The students' PSE was measured at the end of the simulated situation and after the debriefing.</p>
</div>
<div type="abstract" xml:lang="en"><p><b>RESULTS</b>
</p>
<p>The PSE of the two groups was similar before the debriefing (p = 0.41). It had significantly progressed at the end of the debriefing (p < 0,001). No significant difference was noted between the 2 groups (p = 0.382).</p>
</div>
<div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b>
</p>
<p>The simulated death of the manikin did not have a negative impact on the students' PSE, whether or not they had been warned of the possible occurrence of such an event. Our study helps defend the position which supports the inclusion of unexpected death of the manikin in a simulation setting.</p>
</div>
</front>
</TEI>
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<Title>BMC medical education</Title>
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<ArticleTitle>Does the unexpected death of the manikin in a simulation maintain the participants' perceived self-efficacy? An observational prospective study with medical students.</ArticleTitle>
<Pagination><MedlinePgn>109</MedlinePgn>
</Pagination>
<ELocationID EIdType="doi" ValidYN="Y">10.1186/s12909-017-0944-x</ELocationID>
<Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">The death of a simulated patient is controversial. Some educators feel that having a manikin die is prejudicial to learning; others feel it is a way of better preparing students for these situations. Perceived self-efficacy (PSE) reflects a person's perception of their ability to carry out a task. A high PSE is necessary to manage a task efficiently. In this study, we measured the impact of the death of a simulated patient on medical students' perceived self-efficacy concerning their ability to cope with a situation of cardiac arrest.</AbstractText>
<AbstractText Label="METHODS" NlmCategory="METHODS">We carried out a single-centre, observational, prospective study. In group 1 (n = 27), pre-graduate medical students were warned of the possible death of the manikin; group 2 students were not warned (n = 29). The students' PSE was measured at the end of the simulated situation and after the debriefing.</AbstractText>
<AbstractText Label="RESULTS" NlmCategory="RESULTS">The PSE of the two groups was similar before the debriefing (p = 0.41). It had significantly progressed at the end of the debriefing (p < 0,001). No significant difference was noted between the 2 groups (p = 0.382).</AbstractText>
<AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">The simulated death of the manikin did not have a negative impact on the students' PSE, whether or not they had been warned of the possible occurrence of such an event. Our study helps defend the position which supports the inclusion of unexpected death of the manikin in a simulation setting.</AbstractText>
</Abstract>
<AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Weiss</LastName>
<ForeName>Anne</ForeName>
<Initials>A</Initials>
<AffiliationInfo><Affiliation>Centre for Emergency Care Teaching (CESU 67), Strasbourg University Hospital, Strasbourg, France.</Affiliation>
</AffiliationInfo>
<AffiliationInfo><Affiliation>Prehospital Emergency Care Service (SAMU 67), Strasbourg University Hospital, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Jaffrelot</LastName>
<ForeName>Morgan</ForeName>
<Initials>M</Initials>
<AffiliationInfo><Affiliation>College of the High Studies in Medicine (CHEM), Brest, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Bartier</LastName>
<ForeName>Jean-Claude</ForeName>
<Initials>JC</Initials>
<AffiliationInfo><Affiliation>Emergency Departments Network in Alsace (RESURAL), Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Pottecher</LastName>
<ForeName>Thierry</ForeName>
<Initials>T</Initials>
<AffiliationInfo><Affiliation>Department of Simulation, Strasbourg Faculty of Medicine, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Borraccia</LastName>
<ForeName>Isabelle</ForeName>
<Initials>I</Initials>
<AffiliationInfo><Affiliation>Centre for Emergency Care Teaching (CESU 67), Strasbourg University Hospital, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Mahoudeau</LastName>
<ForeName>Gilles</ForeName>
<Initials>G</Initials>
<AffiliationInfo><Affiliation>Department of Simulation, Strasbourg Faculty of Medicine, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Noll</LastName>
<ForeName>Eric</ForeName>
<Initials>E</Initials>
<AffiliationInfo><Affiliation>Department of anesthesiology, Strasbourg University Hospital, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Brunstein</LastName>
<ForeName>Véronique</ForeName>
<Initials>V</Initials>
<AffiliationInfo><Affiliation>Centre for Emergency Care Teaching (CESU 67), Strasbourg University Hospital, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Delacour</LastName>
<ForeName>Chloé</ForeName>
<Initials>C</Initials>
<AffiliationInfo><Affiliation>Centre for Training and Research in Health Sciences Education (CFRPS), Strasbourg Faculty of Medicine, Strasbourg, France.</Affiliation>
</AffiliationInfo>
</Author>
<Author ValidYN="Y"><LastName>Pelaccia</LastName>
<ForeName>Thierry</ForeName>
<Initials>T</Initials>
<Identifier Source="ORCID">http://orcid.org/0000-0002-0396-5428</Identifier>
<AffiliationInfo><Affiliation>Prehospital Emergency Care Service (SAMU 67), Strasbourg University Hospital, Strasbourg, France. pelaccia@unistra.fr.</Affiliation>
</AffiliationInfo>
<AffiliationInfo><Affiliation>Centre for Training and Research in Health Sciences Education (CFRPS), Strasbourg Faculty of Medicine, Strasbourg, France. pelaccia@unistra.fr.</Affiliation>
</AffiliationInfo>
</Author>
</AuthorList>
<Language>eng</Language>
<PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType>
<PublicationType UI="D064888">Observational Study</PublicationType>
</PublicationTypeList>
<ArticleDate DateType="Electronic"><Year>2017</Year>
<Month>07</Month>
<Day>06</Day>
</ArticleDate>
</Article>
<MedlineJournalInfo><Country>England</Country>
<MedlineTA>BMC Med Educ</MedlineTA>
<NlmUniqueID>101088679</NlmUniqueID>
<ISSNLinking>1472-6920</ISSNLinking>
</MedlineJournalInfo>
<CitationSubset>IM</CitationSubset>
<MeshHeadingList><MeshHeading><DescriptorName UI="D001291" MajorTopicYN="N">Attitude of Health Personnel</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D002983" MajorTopicYN="Y">Clinical Competence</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D004504" MajorTopicYN="Y">Education, Medical, Undergraduate</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D004521" MajorTopicYN="N">Educational Measurement</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D000068156" MajorTopicYN="N">Formative Feedback</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D006323" MajorTopicYN="N">Heart Arrest</DescriptorName>
<QualifierName UI="Q000401" MajorTopicYN="Y">mortality</QualifierName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D008348" MajorTopicYN="Y">Manikins</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D016544" MajorTopicYN="Y">Patient Simulation</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D018794" MajorTopicYN="N">Problem-Based Learning</DescriptorName>
<QualifierName UI="Q000592" MajorTopicYN="N">standards</QualifierName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D011446" MajorTopicYN="N">Prospective Studies</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D020377" MajorTopicYN="Y">Self Efficacy</DescriptorName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D013337" MajorTopicYN="N">Students, Medical</DescriptorName>
<QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName>
</MeshHeading>
<MeshHeading><DescriptorName UI="D013647" MajorTopicYN="N">Task Performance and Analysis</DescriptorName>
</MeshHeading>
</MeshHeadingList>
<KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Death</Keyword>
<Keyword MajorTopicYN="N">Emergency medicine</Keyword>
<Keyword MajorTopicYN="N">Perceived self-efficacy</Keyword>
<Keyword MajorTopicYN="N">Simulation</Keyword>
<Keyword MajorTopicYN="N">Undergraduate medical students</Keyword>
</KeywordList>
</MedlineCitation>
<PubmedData><History><PubMedPubDate PubStatus="received"><Year>2017</Year>
<Month>03</Month>
<Day>11</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="accepted"><Year>2017</Year>
<Month>06</Month>
<Day>19</Day>
</PubMedPubDate>
<PubMedPubDate PubStatus="entrez"><Year>2017</Year>
<Month>7</Month>
<Day>8</Day>
<Hour>6</Hour>
<Minute>0</Minute>
</PubMedPubDate>
<PubMedPubDate PubStatus="pubmed"><Year>2017</Year>
<Month>7</Month>
<Day>8</Day>
<Hour>6</Hour>
<Minute>0</Minute>
</PubMedPubDate>
<PubMedPubDate PubStatus="medline"><Year>2018</Year>
<Month>4</Month>
<Day>24</Day>
<Hour>6</Hour>
<Minute>0</Minute>
</PubMedPubDate>
</History>
<PublicationStatus>epublish</PublicationStatus>
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<ArticleId IdType="doi">10.1186/s12909-017-0944-x</ArticleId>
<ArticleId IdType="pii">10.1186/s12909-017-0944-x</ArticleId>
<ArticleId IdType="pmc">PMC5501339</ArticleId>
</ArticleIdList>
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<affiliations><list><country><li>France</li>
</country>
<region><li>Alsace (région administrative)</li>
<li>Grand Est</li>
<li>Région Bretagne</li>
</region>
<settlement><li>Brest</li>
<li>Strasbourg</li>
</settlement>
</list>
<tree><country name="France"><region name="Grand Est"><name sortKey="Weiss, Anne" sort="Weiss, Anne" uniqKey="Weiss A" first="Anne" last="Weiss">Anne Weiss</name>
</region>
<name sortKey="Bartier, Jean Claude" sort="Bartier, Jean Claude" uniqKey="Bartier J" first="Jean-Claude" last="Bartier">Jean-Claude Bartier</name>
<name sortKey="Borraccia, Isabelle" sort="Borraccia, Isabelle" uniqKey="Borraccia I" first="Isabelle" last="Borraccia">Isabelle Borraccia</name>
<name sortKey="Brunstein, Veronique" sort="Brunstein, Veronique" uniqKey="Brunstein V" first="Véronique" last="Brunstein">Véronique Brunstein</name>
<name sortKey="Delacour, Chloe" sort="Delacour, Chloe" uniqKey="Delacour C" first="Chloé" last="Delacour">Chloé Delacour</name>
<name sortKey="Jaffrelot, Morgan" sort="Jaffrelot, Morgan" uniqKey="Jaffrelot M" first="Morgan" last="Jaffrelot">Morgan Jaffrelot</name>
<name sortKey="Mahoudeau, Gilles" sort="Mahoudeau, Gilles" uniqKey="Mahoudeau G" first="Gilles" last="Mahoudeau">Gilles Mahoudeau</name>
<name sortKey="Noll, Eric" sort="Noll, Eric" uniqKey="Noll E" first="Eric" last="Noll">Eric Noll</name>
<name sortKey="Pelaccia, Thierry" sort="Pelaccia, Thierry" uniqKey="Pelaccia T" first="Thierry" last="Pelaccia">Thierry Pelaccia</name>
<name sortKey="Pelaccia, Thierry" sort="Pelaccia, Thierry" uniqKey="Pelaccia T" first="Thierry" last="Pelaccia">Thierry Pelaccia</name>
<name sortKey="Pottecher, Thierry" sort="Pottecher, Thierry" uniqKey="Pottecher T" first="Thierry" last="Pottecher">Thierry Pottecher</name>
<name sortKey="Weiss, Anne" sort="Weiss, Anne" uniqKey="Weiss A" first="Anne" last="Weiss">Anne Weiss</name>
</country>
</tree>
</affiliations>
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Does the unexpected death of the manikin in a simulation maintain the participants' perceived self-efficacy? An observational prospective study with medical students.

Does the unexpected death of the manikin in a simulation maintain the participants' perceived self-efficacy? An observational prospective study with medical students.

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