Anesthesia, Medical Education
Conditions
Keywords
airway management, pedagogy, learning process, mental visualization, rapide sequence induction
Brief summary
The purpose of this study is to evaluate the benefit of adding mental visualization to a training program in medical education. Undergraduate medical students will be randomized before participating in a training program on airway management during rapid sequence induction. In the control group, participants will receive traditional teaching including theoretical courses and procedural simulation. In the intervention group, in addition to traditional teaching, participants will be trained and encouraged to practice mental visualization. The main outcome will be clinical performance during a standardized high-fidelity simulation of rapid sequence induction assessed using a specific pre-established checklist.
Interventions
OTHERMental visualization
Instruction in mental visualization by theoretical lessons and support of practice by audio guide and session of experience sharing.
Sponsors
University Grenoble Alps
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
DOUBLE (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Undergraduate medical students from the Grenoble Alps university hospital * From the 2nd to the 6th year * Volontary
Exclusion criteria
* /
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical performance for airway management in a standardized high-fidelity simulation of rapid sequence induction. | 2 weeks | All simulations will be videotaped and the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Intubation procedure score, subpart 2 of the clinical performance grid | 2 weeks | All simulations will be videotaped and the score of the subpart Intubation procedure of the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist |
| Physiological stress response : SDNN | 2 weeks | Heart rate variability evaluated by SDNN (Standard Deviation Normal to Normal), in miliseconds. Physiological stress response is higher when SDNN is lower. |
| Psychological stress response : Stress-VAS | 2 weeks | Stress Visual Analogical Scale, from 0 to 100, psychological stress response is higher when score is higher. |
| Material preparation score, subpart 1 of the clinical performance grid | 2 weeks | All simulations will be videotaped and the score of the subpart Material preparation of the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist |
| Adesion to Mental visualization | 2 weeks | Frequency questionnaire for the use of mental visualization, from 0 to \>1 per day. We ask the participant to use it once a day |
| Quality to Mental visualization : MIQ | 2 weeks | Mental Imagery Questionnaire, from 8 to 56, mental visualisation is better when score is higher. |
| Memorization of key messages at three months | 3 months | Specific pre-established checklist : 5-point grid. Assessed by an independent evaluator using a phone call. |
| Psychological stress response : STAI | 2 weeks | STAI (State-Trait Anxiety Inventory), from 20 to 80, psychological stress response is higher when score is higher. |
Countries
France
Outcome results
None listed