Coping Skills, Performance Anxiety, Stress
Conditions
Brief summary
SObjective and Structured Clinical Examinations (OSCEs) has been incorporated recently in the certification process as a final national undergraduate ranking examination. This exam is an additional major stressor for medical students. The aim of this study was to compare the efficiency on stress reduction of a standardized relaxing breathing occuring during rotation of the OSCE stations just before the start of the next upcoming OSCE station, in medical student, during the OSCE.
Detailed description
Stress generated during the curriculum might have deleterious effects on the wellbeing and the health of medical students. Objective and Structured Clinical Examinations (OSCEs) has been incorporated recently in the certification process as a final national undergraduate ranking examination. This exam is an additional major stressor for medical students. Stress coping strategies could be implemented to help them better prepare for this examination. The aim of this study was to compare the efficiency on stress reduction of a standardized relaxing breathing as a coping interventions occuring during rotation of the OSCE stations just before the start of the next upcoming OSCE station, in medical student, during the OSCE.
Interventions
BEHAVIORALIntervention of standardized relaxing breathing
Relaxing breathing standardized to 6 respiratory cycles per minute that occur during rotation time before next station of OSCE start
Sponsors
Claude Bernard University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Investigator, Outcomes Assessor)
Masking description
Evaluators of performance are blind to randomisation such as outcome assessor
Intervention model description
Prospective randomized controlle monocentric
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* all volontary medical students of the second cycle that came for their exam during the sessions of June 2024 from the University of Lyon (Medecine ESt)
Exclusion criteria
* no
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| PERFORMANCE | obtained seven days after the objectif structured clinical examination | Score at the objectif structured clinical examination exam from 0 minimum to 200 points maximum |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Mean Difference of Inner Resource | Two times : 10 minutes before objectif structured clinical examination (before training of intervention) and just 2 minutes after training of the intervention) | Numerical Visual analog score on inner resource available perceived (from 0 to 100 : maximum) |
| Mean difference of perceived impact of the intervention on performance | Just five minutes after the objectif structured clinical examination | Numerical Visual analog scales on perceived impact of the intervention on performance (from zero: negative to 100: positive) |
Contacts
Primary ContactMarc Lilot, MD PhD
Backup ContactSophie Schlatter, PhD
Outcome results
None listed