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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
DOUBLE
Enrollment
400
Relaxing breathing standardized to 6 respiratory cycles per minute that occur during rotation time before next station of OSCE start
PERFORMANCE
Score at the objectif structured clinical examination exam from 0 minimum to 200 points maximum
Time frame: obtained seven days after the objectif structured clinical examination
Mean Difference of Inner Resource
Numerical Visual analog score on inner resource available perceived (from 0 to 100 : maximum)
Time frame: 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
Numerical Visual analog scales on perceived impact of the intervention on performance (from zero: negative to 100: positive)
Time frame: Just five minutes after the objectif structured clinical examination
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