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Master Thesis

Étude évaluant l'impact d'un enseignement pratique sur l'évolution des attitudes envers l'éléctroconvulsivothérapie chez des étudiants en médecine et des étudiants en soins infirmiers

Abstract : Public stigma and self-stigma yield deleterious effect on quality of life and on Health care access of person with a mental illness. Electroconvulsive therapy (ECT) because of its history and its representation in the media, symbolizes for a large part of the population and the nursing staff, a care passed past associated with many prejudices. Several studies have identified negative knowledge and attitudes towards ECT among medical students and nursing students. A specific educational intervention on ECT, by observing ECT procedure or observing via an instructional videotape, improve the knowledge and attitude of students. More favorable attitudes and knowledges were found with both practical teaching and theoretical teaching. This study assessed the effect of ECT specific practical teaching on attitudes toward ECT of medical and nursing students. The ECT specific practical education consisted of a half day of observation of ECT treatment and a psychiatric clerkship in Charles Perrens Hospital. Furthermore this study assessed student's attitudes evolution toward mental illness and psychiatry, after observing an ECT procedure. Attitudes were assessed with two questionnaires : The Mental Illness clinicians' Attitude (MICA) and the Questionnaire on attitudes and knowledge of ECT (QuAKE). These results suggest that observing ECT procedure can increased favorably medical and nursing student's attitudes toward ECT but also student's attitudes toward mental illness. We need to carry on this practical teaching or to propose observing a videotape on ECT procedure for medical and nursing students who can not witness ECT.
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Héloïse Sy. Étude évaluant l'impact d'un enseignement pratique sur l'évolution des attitudes envers l'éléctroconvulsivothérapie chez des étudiants en médecine et des étudiants en soins infirmiers. Sciences du Vivant [q-bio]. 2019. ⟨dumas-02427069⟩

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