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ChesterRep is the University of Chester's institutional repository and an online platform designed to collate, store, and aid discoverability of research carried out at the university to the wider research community

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  • Ageing simulation in health and social care education: A mixed methods systematic review.

    Eost-Telling, Charlotte; orcid: 0000-0002-9568-3195; Kingston, Paul; Taylor, Louise; Emmerson, Louise (2020-10-06)
    To identify, evaluate and summarize evidence from qualitative, quantitative and mixed method studies conducted using age suits or other age simulation equipment, with health and social care students. Convergent segregated mixed method review design as outlined by the Johanna Briggs Institute. CINAHL (+ with Full Text), MEDLINE, PsycINFO, PubMed, SocINDEX, Web of Science, Cochrane Library, Emerald Insight, Proquest nursing, Science Direct, Wiley Online and BioMed Central (January 2000-January 2020). Convergent segregated synthesis was used to synthesize evidence from the studies and the MERSQI checklist used to appraise quality. A total of 23 studies were reviewed: one randomized control, two post-test only randomized control, three quasi-experimental, 15 one-group pre/post studies and two qualitative studies. Of the seventeen studies carrying out inferential statistics on attitude scores post intervention, 11 reported an improvement, three indicated no significant change and three reported worsening scores. Key themes included use of appropriate scales, type of equipment used, location and length of interactions, debriefing and contextualization of interventions in broader teaching. The impact of ageing simulation interventions on health and social care student's attitudes to older people was predominantly positive. However, further high-quality research is warranted to understand the optimal use of such interventions in the context of health care for a growing ageing population. It is important health and social care staff have appropriate knowledge and training to enable them to provide high-quality care to older people and challenge potential ageism in the system. This review adds to the body of work around the use of simulation and experiential learning to educate health and social care students about ageing and ageism. It also offers recommendations for using ageing simulations effectively to inform attitudes of prospective professionals who will influence future health and social care. [Abstract copyright: © 2020 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.]
  • One strategy does not fit all: determinants of urban adaptation in mammals

    Santini, Luca; González‐Suárez, Manuela; Russo, Danilo; Gonzalez‐Voyer, Alejandro; Hardenberg, Achaz; Ancillotto, Leonardo (Wiley, 2018-12-20)
  • Scholar, gentleman and player: a tribute to Eric Dunning

    Malcolm, Dominic; orcid: 0000-0002-5898-2911; Waddington, Ivan; orcid: 0000-0002-5311-9967 (Informa UK Limited, 2020-09-14)
  • A quest for relaxation? A figurational analysis of the transformation of yoga into a global leisure time phenomenon

    Thurston, Miranda; orcid: 0000-0001-7779-3836; Bloyce, Daniel; orcid: 0000-0003-4114-3588 (Informa UK Limited, 2020-08-31)
  • Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

    Clément, Anthony; Delage, Raphaël; Chollier, Marie; Josse, Laure; Gaudry, Stéphane; Zahar, Jean-Ralph; Baubet, Thierry; Degos, Bertrand; email: bertrand.degos@aphp.fr (BioMed Central, 2020-10-19)
    Abstract: Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months. Methods: This gamified fast-track training consists of two teams and each team has to guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples. Results: One hundred and sixty-six students were proposed to take part in the study. Among them 129 completed the whole program (response rate = 77.7%). Mean scores measured at the three points in time were significantly different (p < 0.001, N = 129). Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained 3 months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training. Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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