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The purpose of this study is to evaluate the benefit of adding mental visualization to a training program in medical education. Undergraduate medical students will be randomized before participating in a training program on airway management during rapid sequence induction. In the control group, participants will receive traditional teaching including theoretical courses and procedural simulation. In the intervention group, in addition to traditional teaching, participants will be trained and encouraged to practice mental visualization. The main outcome will be clinical performance during a standardized high-fidelity simulation of rapid sequence induction assessed using a specific pre-established checklist.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| traditional teaching | No Intervention | theoretical courses and procedural simulation on airway management during rapid sequence induction | |
| Mental visualization | Experimental | traditional teaching completed by mental visualization : theoretical courses and procedural simulation on airway management during rapid sequence induction + mental visualization (theoretical courses, audioguide for individual practice and experience sharing session) |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Mental visualization | Other | Instruction in mental visualization by theoretical lessons and support of practice by audio guide and session of experience sharing. |
|
| Measure | Description | Time Frame |
|---|---|---|
| Clinical performance for airway management in a standardized high-fidelity simulation of rapid sequence induction. | All simulations will be videotaped and the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist | 2 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| "Material preparation" score, subpart 1 of the clinical performance grid | All simulations will be videotaped and the score of the subpart "Material preparation" of the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist | 2 weeks |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University Grenoble Alps | La Tronche | 38700 | France |
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| "Intubation procedure" score, subpart 2 of the clinical performance grid |
All simulations will be videotaped and the score of the subpart "Intubation procedure" of the clinical performance of each participant will be assessed by an independent evaluator using a specific pre-established checklist |
| 2 weeks |
| Physiological stress response : SDNN | Heart rate variability evaluated by SDNN (Standard Deviation Normal to Normal), in miliseconds. Physiological stress response is higher when SDNN is lower. | 2 weeks |
| Psychological stress response : Stress-VAS | Stress Visual Analogical Scale, from 0 to 100, psychological stress response is higher when score is higher. | 2 weeks |
| Psychological stress response : STAI | STAI (State-Trait Anxiety Inventory), from 20 to 80, psychological stress response is higher when score is higher. | 2 weeks |
| Adesion to Mental visualization | Frequency questionnaire for the use of mental visualization, from "0" to ">1 per day". We ask the participant to use it once a day | 2 weeks |
| Quality to Mental visualization : MIQ | Mental Imagery Questionnaire, from 8 to 56, mental visualisation is better when score is higher. | 2 weeks |
| Memorization of key messages at three months | Specific pre-established checklist : 5-point grid. Assessed by an independent evaluator using a phone call. | 3 months |