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

doi:10.1186/s12909-020-02304-0

Cited by 4 publications

(1 citation statement)

References 42 publications

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“…The flipped classroom approach significantly improved student performance in the cumulative grades but made no difference for the practical exam scores 9 . The gamified training in medical education was evaluated by Clément et al, who demonstrated that the knowledge mean scores were significantly higher after the game than before and persisted at least three months later 10 .…”

Section: Discussionmentioning

confidence: 99%

Four Corners: an educational strategy for learning infectious diseases in medical school

Henriques

Almeida

Gryschek

et al. 2021

Rev. bras. educ. med.

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Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and has revealed the need for updating the teaching methodologies. Active learning strategies consolidate the theoretical knowledge, while simultaneously encouraging the student´s concrete abilities. Nonetheless, remodeling the pedagogical practice is challenging. Several active learning strategies are available and selecting the most suitable one is often a matter of format, not of content. In this article, we discuss the experience of the ‘Four Corners’ technique in the teaching of Infectious Diseases during the internship at our institution. Experience report: The four corners strategy can be adapted to different topics and should be implemented as follows: 1. pre-activity learning: students receive the supportive material for previous analysis; 2. Preparation of the room: each of the four corners is labeled with a different case vignette; 3. Dividing tasks: the specific assignments are divided among the students; 4. Activity: the students read the case vignette and discuss the questions, while the mediator has an observer’s role, and 5. Debriefing: final discussion with all participants led by the mediator. The entire process takes from 2h30 to 3 hours. Discussion: The educational process emerges from the learner´s experience. Many instructors working in higher education believe they promote critical thinking and active teaching during their classes; however, the percentage of teachers who regularly use active teaching strategies is still low. A range of different active learning strategies have been described and many can be adapted to different scenarios; most approaches change the nature of the learning experience but do not always require a change in the given subject. The Four Corners technique is an active learning strategy that promotes debate and exchange of ideas among students. Conclusion: This experience report describes an active learning strategy for the teaching of Infectious Diseases to medical students. The medical education improvement goes through highlighting the teacher’s role as a mediator of the learning process; proposing new teaching strategies is challenging and requires frequent adjustments. The Four Corners strategy improves student’s engagement with the learning process, and it is an efficient strategy to comprise an extensive theoretical content in a relatively short discussion time.

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Section: Discussionmentioning

confidence: 99%

Four Corners: an educational strategy for learning infectious diseases in medical school

Henriques

Almeida

Gryschek

et al. 2021

Rev. bras. educ. med.

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The “Neurospeed” game: a fun tool to learn the neurological semiology

Zeidan

Baltaze²,

Garcin

et al. 2022

BMC Med Educ

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Background Neurological semiology is often considered by medical students as particularly difficult to learn. Finding alternative teaching methods may improve students’ motivation and understanding of this field. Methods We developed the “Neurospeed”, a game to learn neurological syndromes. We assessed its efficiency on short-term learning of neurological syndromes in third-year medical students, through Multiple Choice Questions (MCQs) before and after the game session. Students’ satisfaction was evaluated by a satisfaction survey. Results Out of the 199 third-year medical students of the Faculty of Medicine Sorbonne Paris Nord, 180 attended the Neurospeed in December 2020, and 148 answered 20 Multiple Choice Questions before and after the game, with significant improvement of their score (p < 0.001). Most of the participants agreed that the game was playful, stimulating, and helpful to learn neurological semiology. Conclusions Overall, our results show that the Neurospeed game is an interesting tool as a complement to traditional lectures. Further studies are necessary to compare the efficacy of different types of serious games on short-term and long-term learning of neurological semiology.

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“Pharmacotrophy”: a playful tournament for game- and team-based learning in pharmacology education - assessing its impact on students’ performance

Delage,

Palayer,

Lerouet

et al. 2024

BMC Med Educ

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Background At the Faculty of Pharmacy of Paris, we conducted a pharmacology tournament in 2021 and 2022, named “Pharmacotrophy”, to offer a game-, team- and competitive-based learning innovation based on fun and challenge. This article aims to (1) provide a detailed overview of the organisation of “Pharmacotrophy,” (2) present and compare feedback from both students and teachers, and (3) assess the impact of student participation on their exam marks. Methods “Pharmacotrophy” took place in 2021 and 2022 over a two-week period at the beginning of the exam revision phase. It involved a combination of remote matches using the online quiz creation tool Kahoot!® and in-person matches. Teams, consisting of three students from the 4th or 5th year, participated in several selection rounds leading up to the final match. The questions covered various topics from the pharmacology curriculum. Using an anonymous online survey, we collected the feedback from students and teacher regarding the organisation of the tournament and the interest and difficulty of the different type of questions. We retrospectively compared the exam marks of 4th year students who took part in “Pharmacotrophy” (n2021 = 19 and n2022 = 20) with those of the rest of the 4th year (n2021 = 315–320 and n2022 = 279–281), both in the year before “Pharmacotrophy” and just after the tournament. Results Students highlighted the educational benefits of team-based and game-based learning. This novel approach positively and constructively motivated students to review pharmacology. Additionally, students appreciated the establishment of a trust-based relationship with their teachers. All students had a similar pharmacology level based on their exam results in the year before “Pharmacotrophy.” After the tournament, participants had marks 20.1% higher in pharmacology questions compared to non-participants (p = 0.02), while they had comparable overall levels, as evidenced by their final grade averages and marks in non-pharmacology questions. Moreover, participants who advanced further in the competition achieved higher marks in pharmacology questions compared to those who were eliminated early in the tournament. Conclusion The implementation of “Pharmacotrophy” provided students with an enjoyable way to review pharmacology coursework and revived the interest in pharmacology for some. Specifically, participating in “Pharmacotrophy” led to an increase in pharmacology marks for students who were not among the top performers in the class or did not excel in pharmacology in the previous year. This study quantified the pedagogical value of this innovative curriculum in terms of knowledge acquisition.

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

Cited by 4 publications

References 42 publications

Four Corners: an educational strategy for learning infectious diseases in medical school

Four Corners: an educational strategy for learning infectious diseases in medical school

The “Neurospeed” game: a fun tool to learn the neurological semiology

“Pharmacotrophy”: a playful tournament for game- and team-based learning in pharmacology education - assessing its impact on students’ performance

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