This study aims to explore learning process for undergraduate students in this doctor-patient relationship course. This study is one of the 3 studies included in a PhD on learning process during simulation training in psychiatry. The results of this 3 studies will aim at building a formative and summative assessment tool of competences specific to this pedagogic context.
Methodology: Mixed method study with: Qualitative : Grounded Theory analysis of : * Semi-structured interview of learners and teachers * Learning written traces of students Quantitative features: * Self-reported questionnaires on satisfaction * Sociodemographical data and others questions
Study Type
OBSERVATIONAL
Enrollment
404
* Empathy (1 hour) * Doctor- patient relationship (1, 5 hour)
* serious illness announcement * abuse demand management * reticent patient management
Share about clinical work experience and elaboration about psychoaffective and relational challenge
Paris Descartes University, Sorbonne Paris City, Faculty of Medicine
Paris, France
Learning processes
Learning processes according to students and teachers' perspective evaluated by face-to-face semi-structured interviews, faced with analysis of students' written apprenticeship traces
Time frame: 2 hours
supporting or preventing factors of learning
according to students and teachers' perspective evaluated by face-to-face semi-structured interviews, faced with analysis of students' written apprenticeship traces
Time frame: 2 hours
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* HIV announcement * Refuse of antibiotic prescription