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dc.contributor.authorClément, Anthony
dc.contributor.authorDelage, Raphaël
dc.contributor.authorChollier, Marie
dc.contributor.authorJosse, Laure
dc.contributor.authorGaudry, Stéphane
dc.contributor.authorZahar, Jean-Ralph
dc.contributor.authorBaubet, Thierry
dc.contributor.authorDegos, Bertrand
dc.date.accessioned2020-10-19T15:20:06Z
dc.date.available2020-10-19T15:20:06Z
dc.date.issued2020-10-19
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/623873/12909_2020_Article_2304.pdf?sequence=4
dc.identifier.citationClément, A., Delage, R., Chollier, M., Josse, L., Gaudry, S., Zahar, J. R., ... & Degos, B. (2020). Prospective study on a fast-track training in psychiatry for medical students: The psychiatric hat game. BMC Medical Education, 20, Article number: 373. https://doi.org/10.1186/s12909-020-02304-0
dc.identifier.issn1472-6920
dc.identifier.doi10.1186/s12909-020-02304-0
dc.identifier.urihttp://hdl.handle.net/10034/623873
dc.description.abstractWhile 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.
dc.languageen
dc.publisherBMC
dc.rightshttps://creativecommons.org/licenses/by/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.source
dc.subjectResearch Article
dc.subjectApproaches to teaching and learning
dc.subjectMedical education
dc.subjectGamified training
dc.subjectHat game
dc.subjectLearning
dc.subjectMemorization
dc.titleProspective study on a fast-track training in psychiatry for medical students: the psychiatric hat game
dc.typeArticle
dc.contributor.departmentAvicenne University Hospital; Henri Ey Hospital; University of Chester; Healthcare Simulation Center, UFR SMBH; IAME; Université Paris-Saclay; Paris-Sud University; Center for Interdisciplinary Research in Biology, Collège de France
dc.identifier.journalBMC Medical Education
dc.date.updated2020-10-19T15:20:05Z
dc.identifier.urlhttps://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02304-0
dc.date.accepted2020-10-10
dc.description.versionVersion of Record


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