La simulation en santé : principes, outils, impacts et implications pour la formation des enseignants

Pour des raisons éthiques, didactiques ou pédagogiques, la simulation est une méthode pédagogique largement utilisée dans l’enseignement des sciences de la santé. L’évolution récente des technologies et l’implication des hautes instances en charge de l’évaluation de la qualité des soins et de la sécurité des patients ont favorisé son essor dans les cursus de formation initiale et continue des professionnels de santé. Après avoir discuté des enjeux et des principes d’utilisation de la simulation en santé, nous présenterons successivement les outils et méthodes utilisés, leur impact et les implications pour la formation des enseignants en sciences de la santé.For ethical, didactic or pedagogical reasons, simulation is widely used as a teaching method in healthcare science education. Recent technological developments and the involvement of senior authorities responsible for assessing the quality of care and patient safety have encouraged its development in initial and continuing education for healthcare professionals. After discussing the issues and principles of simulation in healthcare, we will present the tools and methods used and analyse their impact and the implications for the training of healthcare science teachers

Etude cas-témoins sur l'utilisation en routine de la ventilation spontanée en pression expiratoire positive au cours de l'oedème pulmonaire cardiogénique dans un service d'accueil et de traitement des urgences

BREST-BU Médecine-Odontologie (290192102) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF

Mise en place d'un modèle expérimental en simulation pour l'évaluation de dispositifs de vidéolaryngoscopie en situation d'intubation non programmée (étude préliminaire et évaluation ergonomique)

Les algorithmes établis pour la prise en charge d'une intubation difficile non programmée les plus récemment publiés ne précisent pas la place des vidéolaryngoscopes. Si la performance de ces dispositifs a souvent été évaluée, les études portant sur leur ergonomie sont plus rares. Nous avons donc cherché à mettre en place un modèle de simulation d'intubation non programmée présentant des caractères de difficulté pour permettre dans un second temps l'évaluation de dispositifs de vidéolaryngoscopie sur banc test. Notre étude a permis de valider notre modèle et de mettre en évidence que l'évaluation de la charge mentale par le NASA-TLX pouvait objectiver une différence d'ergonomie entre cinq vidéolaryngoscopes.BREST-BU Médecine-Odontologie (290192102) / SudocSudocFranceF

Promouvoir les pédagogies actives comme soutien à la pratique réflexive et à l’apprentissage en profondeur

info:eu-repo/semantics/publishe

Intégrer les compétences émotionnelles dans un curriculum de formation professionnelle en santé recourant à l’approche par compétences

info:eu-repo/semantics/publishe

Setting Conditions for Productive Debriefing

Background. Debriefing is a fundamental step in simulation, particularly in the medical field. Simulation sometimes even serves as a pretext for debriefing. Most often, debriefing takes place easily, producing a qualitative feedback and an optimal learning transfer. But sometimes, the facilitator faces difficulties. An unproductive debriefing can be described as follows: the debriefing of a clinical simulation session is unproductive when facilitators or learners perceive the occurrence of an obstacle that has hindered the learning process. Objectives & method. Considering the difficulties encountered in this type of debriefing, we believe it is necessary to investigate the topic in depth in order to bring out some theoretical principles. Based on a Nominal Group Technique involving the authors of this article, this project aimed at drawing up and proposing informed recommendations for ensuring productive debriefing in simulation-based education in healthcare. Results. The authors make the following recommendations: Reflect on your own performances as an instructor (asking for feedback from the learners and peers, and being appropriately trained as an instructor who can facilitate learning) Establish simulation ground rules (preparing and briefing the learners before the simulation experience, controlling the timing of the simulation session and the quality of the scenarios) Manage unexpected events and intended learning objectives by using a confederate during scenarios. Respect the steps of the debriefing process and good practice recommendations regarding learning psychology. Maintain the balance between emotion and teaching by decontextualizing the experience from the participants during the debriefing. Manage the input from the peers during the debriefing so they do not antagonise the learning process. Reflect on your own performances as an instructor (asking for feedback from the learners and peers, and being appropriately trained as an instructor who can facilitate learning) Establish simulation ground rules (preparing and briefing the learners before the simulation experience, controlling the timing of the simulation session and the quality of the scenarios) Manage unexpected events and intended learning objectives by using a confederate during scenarios. Respect the steps of the debriefing process and good practice recommendations regarding learning psychology. Maintain the balance between emotion and teaching by decontextualizing the experience from the participants during the debriefing. Manage the input from the peers during the debriefing so they do not antagonise the learning process. Conclusion. Six key recommendations are proposed. They have been deemed as core skills required of every simulation facilitator to prepare for productive debriefing and so the set learning objectives of a simulation session can be achieved successfully.Peer reviewedFinal Accepted Versio

Effets d’instructions présentées sous forme de vidéo ou d’images sur l’acquisition du geste technique « point de suture » chez des étudiants en médecine

International audienc

The first stitches: What if the best teaching support ?

International audienc

[Publication of MD theses at Brest University Medical School: current situation and courses of action].

International audienc

[Quantitative assessment of medical students' clinical practical learning in department of obstetrics and gynecology of Brest Hospital University].

International audienceOBJECTIVE: The main objective of this study was to describe how medical students got progressively trained to perform the most frequent medical procedures in obstetrics and gynecology. The secondary objective was to rationalize and plan the training. METHODS: The medical students in our University Hospital were contacted either directly or by e-mail. They were given an anonymous simple choice questionnaire relating to eight most important acts in the specialty. RESULTS: Three hundred and eighty-two medical students have been consulted. We got 173 answers which means a participation rate of 45.3%. The survey showed up that the considered procedures were progressively put into practice with the exception of two: the insertion of an intrauterine contraceptive device (coil) and of an implant. CONCLUSION: The study showed off some insufficiency in the training in two of the considered procedures. An amendment was proposed with simulated performances of the acts and the setting up of a training course booklet