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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...

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Autores principales: Decavèle, Maxens, Serresse, Laure, Gay, Frédérick, Nion, Nathalie, Lavault, Sophie, Freund, Yonathan, Niérat, Marie-Cécile, Steichen, Olivier, Demoule, Alexandre, Morélot-Panzini, Capucine, Similowski, Thomas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2022
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.
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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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