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‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents
BACKGROUND: Dyspnea is a frightening and debilitating experience. It attracts less attention than pain (‘dyspnea invisibility’), possibly because of its non-universal nature. We tested the impact of self-induced experimental dyspnea on medical residents. MATERIALS AND METHODS: During a teaching sess...
Autores principales: | , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Taylor & Francis
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9559048/ https://www.ncbi.nlm.nih.gov/pubmed/36218180 http://dx.doi.org/10.1080/10872981.2022.2133588 |
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author | Decavèle, Maxens Serresse, Laure Gay, Frédérick Nion, Nathalie Lavault, Sophie Freund, Yonathan Niérat, Marie-Cécile Steichen, Olivier Demoule, Alexandre Morélot-Panzini, Capucine Similowski, Thomas |
author_facet | Decavèle, Maxens Serresse, Laure Gay, Frédérick Nion, Nathalie Lavault, Sophie Freund, Yonathan Niérat, Marie-Cécile Steichen, Olivier Demoule, Alexandre Morélot-Panzini, Capucine Similowski, Thomas |
author_sort | Decavèle, Maxens |
collection | PubMed |
description | BACKGROUND: Dyspnea is a frightening and debilitating experience. It attracts less attention than pain (‘dyspnea invisibility’), possibly because of its non-universal nature. We tested the impact of self-induced experimental dyspnea on medical residents. MATERIALS AND METHODS: During a teaching session following the principles of experiential learning, emergency medicine residents were taught about dyspnea theoretically, observed experimental dyspnea in their teacher, and personally experienced self-induced dyspnea. The corresponding psychophysiological reactions were described. Immediate and 1-year evaluations were conducted to assess course satisfaction (overall 0–20 grade) and the effect on the understanding of what dyspnea represents for patients. RESULTS: Overall, 55 emergency medicine residents participated in the study (26 men, median age 26 years). They were moderately satisfied with previous dyspnea teaching (6 [5–7] on a 0–10 numerical rating scale [NRS]) and expressed a desire for an improvement in the teaching (8 [7–9]). Immediately after the course they reported improved understanding of patients’ experience (7 [6–8]), which persisted at 1 year (8 [7–9], 28 respondents). Overall course grade was 17/20 [15–18], and there were significant correlations with experimental dyspnea ratings (intensity: r = 0.318 [0.001–0.576], p = 0.043; unpleasantness: r = 0.492 [0.208–0.699], p = 0.001). In multivariate analysis, the only factor independently associated with the overall course grade was ‘experiential understanding’ (the experimental dyspnea-related improvement in the understanding of dyspneic patients’ experience). A separate similar experiment conducted in 50 respiratory medicine residents yielded identical results. CONCLUSIONS: This study suggests that, in advanced medical residents, the personal discovery of dyspnea can have a positive impact on the understanding of what dyspnea represents for patients. This could help fight dyspnea invisibility. |
format | Online Article Text |
id | pubmed-9559048 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Taylor & Francis |
record_format | MEDLINE/PubMed |
spelling | pubmed-95590482022-10-14 ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents Decavèle, Maxens Serresse, Laure Gay, Frédérick Nion, Nathalie Lavault, Sophie Freund, Yonathan Niérat, Marie-Cécile Steichen, Olivier Demoule, Alexandre Morélot-Panzini, Capucine Similowski, Thomas Med Educ Online Research Article BACKGROUND: Dyspnea is a frightening and debilitating experience. It attracts less attention than pain (‘dyspnea invisibility’), possibly because of its non-universal nature. We tested the impact of self-induced experimental dyspnea on medical residents. MATERIALS AND METHODS: During a teaching session following the principles of experiential learning, emergency medicine residents were taught about dyspnea theoretically, observed experimental dyspnea in their teacher, and personally experienced self-induced dyspnea. The corresponding psychophysiological reactions were described. Immediate and 1-year evaluations were conducted to assess course satisfaction (overall 0–20 grade) and the effect on the understanding of what dyspnea represents for patients. RESULTS: Overall, 55 emergency medicine residents participated in the study (26 men, median age 26 years). They were moderately satisfied with previous dyspnea teaching (6 [5–7] on a 0–10 numerical rating scale [NRS]) and expressed a desire for an improvement in the teaching (8 [7–9]). Immediately after the course they reported improved understanding of patients’ experience (7 [6–8]), which persisted at 1 year (8 [7–9], 28 respondents). Overall course grade was 17/20 [15–18], and there were significant correlations with experimental dyspnea ratings (intensity: r = 0.318 [0.001–0.576], p = 0.043; unpleasantness: r = 0.492 [0.208–0.699], p = 0.001). In multivariate analysis, the only factor independently associated with the overall course grade was ‘experiential understanding’ (the experimental dyspnea-related improvement in the understanding of dyspneic patients’ experience). A separate similar experiment conducted in 50 respiratory medicine residents yielded identical results. CONCLUSIONS: This study suggests that, in advanced medical residents, the personal discovery of dyspnea can have a positive impact on the understanding of what dyspnea represents for patients. This could help fight dyspnea invisibility. Taylor & Francis 2022-10-11 /pmc/articles/PMC9559048/ /pubmed/36218180 http://dx.doi.org/10.1080/10872981.2022.2133588 Text en © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Decavèle, Maxens Serresse, Laure Gay, Frédérick Nion, Nathalie Lavault, Sophie Freund, Yonathan Niérat, Marie-Cécile Steichen, Olivier Demoule, Alexandre Morélot-Panzini, Capucine Similowski, Thomas ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title | ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title_full | ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title_fullStr | ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title_full_unstemmed | ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title_short | ‘Involve me and I learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
title_sort | ‘involve me and i learn’: an experiential teaching approach to improve dyspnea awareness in medical residents |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9559048/ https://www.ncbi.nlm.nih.gov/pubmed/36218180 http://dx.doi.org/10.1080/10872981.2022.2133588 |
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