Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

BMC Medical Education

Raphaël Delage¹  Marie Chollier²  Thierry Baubet³  Laure Josse⁴  Jean-Ralph Zahar⁵  Bertrand Degos⁶  Anthony Clément⁷  Stéphane Gaudry⁸ 

[1] Department of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;Department of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;Social and Political Science Department, University of Chester, Chester, UK;GHU Paris Psychiatrie et Neurosciences, Psychiatry Unit 75G05, Henri Ey Hospital, Paris, France;Université Paris-Saclay, Paris-Sud University, UVSQ, CESP, INSERM, Villejuif, France;Healthcare simulation center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France;IAME, UMR 1137, Sorbonne Paris Nord, Paris, France;Service de Microbiologie Clinique et Unité de Contrôle et de Prévention Du Risque Infectieux, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;Neurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;Center for Interdisciplinary Research in Biology, Collège de France, CNRS UMR7241/INSERM U1050, Université PSL, Paris, France;Neurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;GHU Paris Psychiatrie et Neurosciences, Psychiatry Unit 75G05, Henri Ey Hospital, Paris, France;Service de Réanimation Médico-Chirurgicale, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France;

关键词: Medical education;    Gamified training;    Hat game;    Learning;    Memorization;   

DOI  :  10.1186/s12909-020-02304-0

来源: Springer

【 摘 要 】

BackgroundWhile 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.MethodsThis 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.ResultsOne 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.ConclusionsThe 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.

【 授权许可】

CC BY