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SObjective and Structured Clinical Examinations (OSCEs) has been incorporated recently in the certification process as a final national undergraduate ranking examination. This exam is an additional major stressor for medical students.
The aim of this study was to compare the efficiency on stress reduction of a standardized relaxing breathing occuring during rotation of the OSCE stations just before the start of the next upcoming OSCE station, in medical student, during the OSCE.
Stress generated during the curriculum might have deleterious effects on the wellbeing and the health of medical students. Objective and Structured Clinical Examinations (OSCEs) has been incorporated recently in the certification process as a final national undergraduate ranking examination. This exam is an additional major stressor for medical students.
Stress coping strategies could be implemented to help them better prepare for this examination. The aim of this study was to compare the efficiency on stress reduction of a standardized relaxing breathing as a coping interventions occuring during rotation of the OSCE stations just before the start of the next upcoming OSCE station, in medical student, during the OSCE.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention | Experimental | Relaxing breathing occuring during rotation of OSCE station |
|
| Control | Active Comparator | Free time during rotation of OSCE station |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Intervention of standardized relaxing breathing | Behavioral | Relaxing breathing standardized to 6 respiratory cycles per minute that occur during rotation time before next station of OSCE start |
| Measure | Description | Time Frame |
|---|---|---|
| PERFORMANCE | Score at the objectif structured clinical examination exam from 0 minimum to 200 points maximum | obtained seven days after the objectif structured clinical examination |
| Measure | Description | Time Frame |
|---|---|---|
| Mean Difference of Inner Resource | Numerical Visual analog score on inner resource available perceived (from 0 to 100 : maximum) | Two times : 10 minutes before objectif structured clinical examination (before training of intervention) and just 2 minutes after training of the intervention) |
| Mean difference of perceived impact of the intervention on performance |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Marc Lilot, MD PhD | Contact | 0651806521 | marc.lilot@chu-lyon.fr | |
| Sophie Schlatter, PhD | Contact | 0651806521 | sophie.schlatter@univ-lyon1.fr |
| Name | Affiliation | Role |
|---|---|---|
| Gilles Rode, MD PhD | Lyon Est Medical Center Lyon 1 University | Study Chair |
| Evan Gouy, MD | Lyon Est Medical Center Lyon 1 University | Principal Investigator |
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Prospective randomized controlle monocentric
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Evaluators of performance are blind to randomisation such as outcome assessor
Numerical Visual analog scales on perceived impact of the intervention on performance (from zero: negative to 100: positive) |
| Just five minutes after the objectif structured clinical examination |
| Marion Cortet, MD PhD |
| Lyon Est Medical Center Lyon 1 University |
| Study Director |