The culture of doubt: Do medical students really experience clinical uncertainty when they should?

Uncertainty is a fundamental aspect of medical practice, necessitating incorporation into undergraduate medical training. The integrative model of uncertainty tolerance (UT) developed by Hillen and Han serves as a comprehensive framework for exploring clinical uncertainty. While studies have extensively examined UT dimensions, including sources, responses, and moderators, the factors influencing the perception of uncertainty stimuli remain underexplored. However, students' ability to perceive uncertainty and their approach to uncertain stimuli play a crucial role in enabling them to develop adaptive responses to uncertainty, necessary for their comfort in these situations. Defining uncertainty as a metacognitive state suggests significant variability in its perception among individuals and within an individual over time. Moreover, several studies have demonstrated the substantial influence of various individual and contextual factors on how individuals perceive and respond to uncertainty. In this paper, the authors present multiple hypotheses to address the question of whether students genuinely perceive uncertainty stimuli when they should. The authors argue that students' personal relationship with their knowledge is essential in their ability to identify clinical uncertainty, particularly concerning the limits of medical knowledge. Therefore, they propose that an academic culture fostering doubt, through exposing students to a variety of perspectives, would enhance their ability to identify uncertainty zones in a clinical situation at an early stage. Drawing on Dewey's situational theory, the authors emphasize the importance of better understanding, in a work setting, the influence of contextual and situational characteristics on individual perceptions of uncertainty. In line with this idea, ethnographic studies would offer valuable insights into identifying the relationship between the students, their work environment, and their perception of clinical uncertainty.

Can teaching methods based on pattern recognition skill development optimise triage in mass-casualty incidents?

BACKGROUND: Patient's triage is a key element of mass-casualty incidents (MCIs) response, although performance of healthcare professionals in triage proved to be poor. It was assessed if specific teaching methods based on pattern recognition skill development can help healthcare students to improve their performance in triage. METHODS: 128 medical and nursing students have been assessed while performing triage during disaster medicine exercises. Half of them (group 1) had previously been involved in a standard curriculum. The remaining half (group 2) benefited from specific teaching methods based on pattern recognition skill development. RESULTS: Performance of group 2 was significantly higher compared with group 1 (p<0.01). Group 2 had a lower overtriage rate. CONCLUSIONS: Disaster medicine courses based on pattern recognition skill development improve triage performance of healthcare students during simulated MCI. This study may have a high impact on healthcare students and professionals' education in the perspective of MCIs preparedness and response.

Successful overweight prevention in adolescents by increasing physical activity: a 4-year randomized controlled intervention.

BACKGROUND: Population-based studies directed at promoting physical activity in youth have shown limited success in obesity prevention. OBJECTIVE: To assess whether an intervention integrating environmental changes to induce sustained changes in physical activity, prevents overweight in adolescents. DESIGN: Four-year randomized trial started in 2002 in eight middle schools of Eastern France. The intervention, randomized at school level, was designed to promote physical activity by changing attitudes through debates and attractive activities, and by providing social support and environmental changes encouraging physical activity. SUBJECTS: Nine hundred and fifty four 12-year-old six-graders. MEASUREMENTS: Body mass index (BMI), body composition, physical activity by questionnaire, plasma lipids and glucose, insulin resistance. RESULTS: Intervention students had a lower increase in BMI (P=0.01) and age- and gender-adjusted BMI (P<0.02) over time than controls. The differences across groups of the age- and gender-adjusted BMI changes (95% confidence interval (CI)) were -0.29 (-0.51; -0.07) kg/m2 at 3 years, -0.25 (-0.51; 0.01) kg/m2 at 4 years. An interaction with baseline weight status was noted. The intervention had a significant effect throughout the study in initially non-overweight adolescents (-0.36 (-0.60;-0.11) kg/m2 for adjusted BMI at 4 years), corresponding to a lower increase in fat mass index (P<0.001). In initially overweight adolescents, the differences observed across groups at 2 years (-0.40 (-0.94; 0.13) kg/m2 for adjusted BMI) did not persist over time. At 4 years, 4.2% of the initially non-overweight adolescents were overweight in the intervention schools, 9.8% in the controls (odds ratio=0.41 (0.22; 0.75); P<0.01). Independent of initial weight status, compared with controls, intervention adolescents had an increase in supervised physical activity (P<0.0001), a decrease of TV/video viewing (P<0.01) and an increase of high-density cholesterol concentrations (P<0.0001). CONCLUSION: Enhancing physical activity with a multilevel program prevents excessive weight gain in non-overweight adolescents. Our study provides evidence that prevention of obesity in youth is feasible.

ICAPS: a multilevel program to improve physical activity in adolescents.

OBJECTIVES: ICAPS (Intervention Centred on Adolescents' Physical activity and Sedentary behaviour) is aimed at preventing excessive weight gain and cardiovascular risk in adolescents by promoting physical activity (PA) with an emphasis on recreational and daily-life PA, with a lifelong perspective. DESIGN: Randomized study designed to last for four years. Study cohort constituted of 954 first-level students (91% of eligible pupils), aged 11.7 +/- 0.6 y (mean +/- SD) from four pairs of schools randomly selected in eastern France, after sociogeographical stratification. In each pair, intervention status was randomised at school-level. The program, not limited to school settings, involves multiple partners with three objectives: 1) changing attitudes through debates and access to attractive activities during breaks and after-school hours, 2) encouraging social support, 3) providing environmental conditions that enable PA. Adapted times and places, open participation, emphasis on fun, meeting with others and absence of competitive aspects are used to reduce usual barriers to PA. Accessibility and safety are permanent concerns. RESULTS: Prevalence of overweight was 23.7%. High participation rates were attained (50% participated in at least one weekly activity). At six-month, the proportion of intervention adolescents not performing supervised PA out of academic PA was reduced by half (36% to 17% vs 42% to 42% in controls P < 10-4); the proportion of those spending > 3 h/day in sedentary occupations decreased (34% to 28% vs 27% to 36%; P < 10-4). CONCLUSION: These data demonstrate the feasibility of implementing a multilevel PA intervention program in adolescents. Six-month results document increased PA and decreased sedentary behaviour.

Intervention centred on adolescents' physical activity and sedentary behaviour (ICAPS): concept and 6-month results.

OBJECTIVE: To evaluate the 6-month impact of a physical activity (PA) multilevel intervention on activity patterns and psychological predictors of PA among adolescents. The intervention was directed at changing knowledge and attitudes and at providing social support and environmental conditions that encourage PA of adolescents inside and outside school. SUBJECTS AND DESIGN: Randomised, controlled ongoing field trial (ICAPS) in middle-school's first-level adolescents from eight schools selected in the department of the Bas-Rhin (Eastern France) with a cohort of 954 adolescents (92% of the eligible students) initially aged 11.7+/-0.6 y. The 6-month changes in participation in leisure organised PA (LOPA), high sedentary (SED) behaviour (>3 h/day), self-efficacy (SELF) and intention (INTENT) towards PA were analysed after controlling for baseline measures and different covariables (age, overweight, socioprofessional occupation), taking into account the cluster randomisation design. RESULTS: The proportion of intervention adolescents not engaged in organised PA was reduced by 50% whereas it was unchanged among control students. After adjustment for baseline covariables, LOPA participation significantly increased among the intervention adolescents (odds ratio (95% confidence interval) (OR)=3.38 (1.42-8.05) in girls; 1.73 (1.12-2.66) in boys), while high SED was reduced (OR=0.54 (0.38-0.77) in girls; 0.52 (0.35-0.76) in boys). The intervention improved SELF in girls, whatever their baseline LOPA (P<10(-4)) and INTENT in girls with no baseline LOPA (P=0.04). SELF tended to improve in boys with no baseline LOPA, without reaching statistical significance. When included in the regression, follow-up LOPA was associated with improvement of SELF in girls (P=0.02) and of INTENT in girls with no baseline PA (P<0.02). The intervention effect was then attenuated. CONCLUSION: After 6 months of intervention, ICAPS was associated with a significant improvement of activity patterns and psychological predictors, indicating a promising approach for modifying the long-term PA level of adolescents.