TY - JOUR
AU1 - Sanges, S.
AU2 - Farhat, M.-M.
AU3 - Assaraf, M.
AU4 - Galland, J.
AU5 - Rivière, E.
AU6 - Roubille, C.
AU7 - Lambert, M.
AU8 - Yelnik, C.
AU9 - Maillard, H.
AU1 - Sobanski, V.
AU1 - Lefèvre, G.
AU1 - Launay, D.
AU1 - Morell-Dubois, S.
AU1 - Hachulla, E.
AB - BackgroundAs lack of awareness of rare diseases (RDs) among healthcare professionals results in delayed diagnoses, there is a need for a more efficient approach to RD training during academic education. We designed an experimental workshop that used role-play simulation with patient educators and focused on teaching “red flags” that should raise the suspicion of an RD when faced with a patient with frequently encountered symptoms. Our objective was to report our experience, and to assess the improvement in learners’ knowledge and the satisfaction levels of the participants.ResultsThe workshop consisted of 2 simulated consultations that both started with the same frequent symptom (Raynaud phenomenon, RP) but led to different diagnoses: a frequent condition (idiopathic RP) and an RD (systemic sclerosis, SSc). In the second simulated consultation, the role of the patient was played by a patient educator with SSc. By juxtaposing 2 seemingly similar situations, the training particularly highlighted the elements that help differentiate SSc from idiopathic RP.When answering a clinical case exam about RP and SSc, students that had participated in the workshop had a higher mean mark than those who had not (14 ± 3.7 vs 9.6 ± 5.5 points out of 20, p = 0.001).Participants mostly felt “very satisfied” with this training (94%), and “more comfortable” about managing idiopathic RP and SSc (100%). They considered the workshop “not very stressful” and “very formative” (both 71%). When asked about the strengths of this training, they mentioned the benefits of being put in an immersive situation, allowing a better acquisition of practical skills and a more interactive exchange with teachers, as well as the confrontation with a real patient, leading to a better retention of semiological findings and associating a relational component with this experience.ConclusionsThrough the use of innovative educational methods, such as role-play simulation and patient educators, and by focusing on teaching “red flags”, our workshop successfully improved RP and SSc learning in a way that satisfied students. By modifying the workshop’s scenarios, its template can readily be applied to other clinical situations, making it an interesting tool to teach other RDs.
TI - Raising rare disease awareness using red flags, role play simulation and patient educators: results of a novel educational workshop on Raynaud phenomenon and systemic sclerosis
JF - Orphanet Journal of Rare Diseases
DO - 10.1186/s13023-020-01439-z
DA - 2020-06-23
UR - https://www.deepdyve.com/lp/springer-journals/raising-rare-disease-awareness-using-red-flags-role-play-simulation-0BCjRiqSEQ
VL - 15
IS - 1
DP - DeepDyve
ER -