Evidence map›Paper›PMID 33076891›Full record

ArticleBMC medical education2020

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

Anthony Clément, Raphaël Delage, Marie Chollier, Laure Josse, Stéphane Gaudry, Jean-Ralph Zahar, Thierry Baubet, Bertrand Degos

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
1.1field-weighted citation impact, top 23% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 13 citations in OpenAlex.

  1. Trial
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 5 institutions in 2 countries.

Anthony ClémentNeurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France.
Raphaël DelageDepartment of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France.
Marie ChollierDepartment of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France.
Laure JosseHealthcare simulation center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France.
Stéphane GaudryService de Réanimation Médico-Chirurgicale, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France.
Jean-Ralph ZaharIAME, UMR 1137, Sorbonne Paris Nord, Paris, France.
Thierry BaubetGHU Paris Psychiatrie et Neurosciences, Psychiatry Unit 75G05, Henri Ey Hospital, Paris, France.
Bertrand DegosNeurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France. bertrand.degos@aphp.fr.
Hôpital Avicenne · FRAssistance Publique – Hôpitaux de Paris · FRFHU Neurovasc · FRUniversité Sorbonne Nouvelle · FRUniversité Sorbonne Paris Nord · FR

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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.

Indexed as

Education, Medical, UndergraduatePsychiatryStudents, MedicalVideo GamesHumansProspective StudiesGamified trainingHat gameLearningMedical educationMemorization

Identifiers

PMID33076891
PMCPMC7574431
OpenAlexW3093385752

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.