Études transversales : Questions médicales fréquentes
Nom anglais: Cross-Sectional Studies
Descriptor UI:D003430
Tree Number:N06.850.520.450.500.875
Termes MeSH sélectionnés :
Formative Feedback
{
"@context": "https://schema.org",
"@graph": [
{
"@type": "MedicalWebPage",
"name": "Études transversales : Questions médicales les plus fréquentes",
"headline": "Études transversales : Comprendre les symptômes, diagnostics et traitements",
"description": "Guide complet et accessible sur les Études transversales : explications, diagnostics, traitements et prévention. Information médicale validée destinée aux patients.",
"datePublished": "2024-07-12",
"dateModified": "2025-04-08",
"inLanguage": "fr",
"medicalAudience": [
{
"@type": "MedicalAudience",
"name": "Grand public",
"audienceType": "Patient",
"healthCondition": {
"@type": "MedicalCondition",
"name": "Études transversales"
},
"suggestedMinAge": 18,
"suggestedGender": "unisex"
},
{
"@type": "MedicalAudience",
"name": "Médecins",
"audienceType": "Physician",
"geographicArea": {
"@type": "AdministrativeArea",
"name": "France"
}
},
{
"@type": "MedicalAudience",
"name": "Chercheurs",
"audienceType": "Researcher",
"geographicArea": {
"@type": "AdministrativeArea",
"name": "International"
}
}
],
"reviewedBy": {
"@type": "Person",
"name": "Dr Olivier Menir",
"jobTitle": "Expert en Médecine",
"description": "Expert en Médecine, Optimisation des Parcours de Soins et Révision Médicale",
"url": "/static/pages/docteur-olivier-menir.html",
"alumniOf": {
"@type": "EducationalOrganization",
"name": "Université Paris Descartes"
}
},
"isPartOf": {
"@type": "MedicalWebPage",
"name": "Études épidémiologiques",
"url": "https://questionsmedicales.fr/mesh/D016021",
"about": {
"@type": "MedicalCondition",
"name": "Études épidémiologiques",
"code": {
"@type": "MedicalCode",
"code": "D016021",
"codingSystem": "MeSH"
},
"identifier": {
"@type": "PropertyValue",
"propertyID": "MeSH Tree",
"value": "N06.850.520.450.500"
}
}
},
"about": {
"@type": "MedicalCondition",
"name": "Études transversales",
"alternateName": "Cross-Sectional Studies",
"code": {
"@type": "MedicalCode",
"code": "D003430",
"codingSystem": "MeSH"
}
},
"author": [
{
"@type": "Person",
"name": "Andreea Teodora Constantin",
"url": "https://questionsmedicales.fr/author/Andreea%20Teodora%20Constantin",
"affiliation": {
"@type": "Organization",
"name": "Faculty of Medicine, University of Medicine and Pharmacy \"Carol Davila\", 020021 Bucharest, Romania."
}
},
{
"@type": "Person",
"name": "Ioana Rosca",
"url": "https://questionsmedicales.fr/author/Ioana%20Rosca",
"affiliation": {
"@type": "Organization",
"name": "Faculty of Midwifery and Nursery, University of Medicine and Pharmacy \"Carol Davila\", 020021 Bucharest, Romania."
}
},
{
"@type": "Person",
"name": "Mandana Hoseini",
"url": "https://questionsmedicales.fr/author/Mandana%20Hoseini",
"affiliation": {
"@type": "Organization",
"name": "PhD graduate, Department of Parasitology, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran."
}
},
{
"@type": "Person",
"name": "Fateme Jalousian",
"url": "https://questionsmedicales.fr/author/Fateme%20Jalousian",
"affiliation": {
"@type": "Organization",
"name": "Department of Parasitology, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran."
}
},
{
"@type": "Person",
"name": "Seyed Hosein Hoseini",
"url": "https://questionsmedicales.fr/author/Seyed%20Hosein%20Hoseini",
"affiliation": {
"@type": "Organization",
"name": "Department of Parasitology, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran."
}
}
],
"citation": [
{
"@type": "ScholarlyArticle",
"name": "International medical students' experiences of psychological safety in feedback episodes: a focused ethnographic study.",
"datePublished": "2024-10-07",
"url": "https://questionsmedicales.fr/article/39375743",
"identifier": {
"@type": "PropertyValue",
"propertyID": "DOI",
"value": "10.1186/s12909-024-06077-8"
}
},
{
"@type": "ScholarlyArticle",
"name": "Guessing can benefit memory for related word pairs even when feedback is delayed.",
"datePublished": "2023-01-12",
"url": "https://questionsmedicales.fr/article/36633821",
"identifier": {
"@type": "PropertyValue",
"propertyID": "DOI",
"value": "10.3758/s13421-022-01385-0"
}
},
{
"@type": "ScholarlyArticle",
"name": "Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education.",
"datePublished": "2024-05-29",
"url": "https://questionsmedicales.fr/article/38810150",
"identifier": {
"@type": "PropertyValue",
"propertyID": "DOI",
"value": "10.1080/10872981.2024.2357412"
}
},
{
"@type": "ScholarlyArticle",
"name": "Making assessment a team sport: a qualitative study of facilitated group feedback in internal medicine residency.",
"datePublished": "2024-05-01",
"url": "https://questionsmedicales.fr/article/38827914",
"identifier": {
"@type": "PropertyValue",
"propertyID": "DOI",
"value": "10.36834/cmej.75250"
}
},
{
"@type": "ScholarlyArticle",
"name": "Optimizing modern surgical simulation through instructor feedback - insights from a retrospective observational study in a tertiary hospital.",
"datePublished": "2024-10-08",
"url": "https://questionsmedicales.fr/article/39379925",
"identifier": {
"@type": "PropertyValue",
"propertyID": "DOI",
"value": "10.1186/s12909-024-06090-x"
}
}
],
"breadcrumb": {
"@type": "BreadcrumbList",
"itemListElement": [
{
"@type": "ListItem",
"position": 1,
"name": "questionsmedicales.fr",
"item": "https://questionsmedicales.fr"
},
{
"@type": "ListItem",
"position": 2,
"name": "Environnement et santé publique",
"item": "https://questionsmedicales.fr/mesh/D004778"
},
{
"@type": "ListItem",
"position": 3,
"name": "Santé publique",
"item": "https://questionsmedicales.fr/mesh/D011634"
},
{
"@type": "ListItem",
"position": 4,
"name": "Méthodes épidémiologiques",
"item": "https://questionsmedicales.fr/mesh/D004812"
},
{
"@type": "ListItem",
"position": 5,
"name": "Caractéristiques des études épidémiologiques",
"item": "https://questionsmedicales.fr/mesh/D016020"
},
{
"@type": "ListItem",
"position": 6,
"name": "Études épidémiologiques",
"item": "https://questionsmedicales.fr/mesh/D016021"
},
{
"@type": "ListItem",
"position": 7,
"name": "Études transversales",
"item": "https://questionsmedicales.fr/mesh/D003430"
}
]
}
},
{
"@type": "MedicalWebPage",
"name": "Article complet : Études transversales - Questions et réponses",
"headline": "Questions et réponses médicales fréquentes sur Études transversales",
"description": "Une compilation de questions et réponses structurées, validées par des experts médicaux.",
"datePublished": "2025-05-05",
"inLanguage": "fr",
"hasPart": [
{
"@type": "MedicalWebPage",
"name": "Diagnostic",
"headline": "Diagnostic sur Études transversales",
"description": "Comment les études transversales aident-elles au diagnostic ?\nPeut-on établir un diagnostic définitif avec une étude transversale ?\nQuel type de données recueille une étude transversale ?\nLes études transversales peuvent-elles identifier des biomarqueurs ?\nQuel est l'avantage principal des études transversales pour le diagnostic ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-diagnostic"
},
{
"@type": "MedicalWebPage",
"name": "Symptômes",
"headline": "Symptômes sur Études transversales",
"description": "Les études transversales identifient-elles des symptômes ?\nPeut-on relier des symptômes à des facteurs de risque via ces études ?\nComment les symptômes sont-ils mesurés dans ces études ?\nLes études transversales peuvent-elles révéler des symptômes rares ?\nLes symptômes peuvent-ils varier selon les groupes d'âge dans ces études ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-symptômes"
},
{
"@type": "MedicalWebPage",
"name": "Prévention",
"headline": "Prévention sur Études transversales",
"description": "Les études transversales aident-elles à identifier des stratégies de prévention ?\nPeut-on évaluer l'impact des programmes de prévention avec ces études ?\nComment les comportements préventifs sont-ils mesurés ?\nLes études transversales peuvent-elles identifier des populations à risque ?\nLes résultats des études transversales influencent-ils les politiques de santé publique ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-prévention"
},
{
"@type": "MedicalWebPage",
"name": "Traitements",
"headline": "Traitements sur Études transversales",
"description": "Les études transversales évaluent-elles l'efficacité des traitements ?\nPeut-on observer des tendances de traitement dans ces études ?\nLes études transversales peuvent-elles influencer les pratiques de traitement ?\nComment les traitements sont-ils documentés dans ces études ?\nLes études transversales peuvent-elles révéler des inégalités dans l'accès aux traitements ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-traitements"
},
{
"@type": "MedicalWebPage",
"name": "Complications",
"headline": "Complications sur Études transversales",
"description": "Les études transversales peuvent-elles identifier des complications associées ?\nComment les complications sont-elles documentées dans ces études ?\nPeut-on évaluer la gravité des complications avec ces études ?\nLes études transversales peuvent-elles révéler des complications rares ?\nLes complications peuvent-elles varier selon les groupes démographiques ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-complications"
},
{
"@type": "MedicalWebPage",
"name": "Facteurs de risque",
"headline": "Facteurs de risque sur Études transversales",
"description": "Les études transversales identifient-elles des facteurs de risque ?\nPeut-on établir une causalité avec des études transversales ?\nComment les facteurs de risque sont-ils mesurés ?\nLes études transversales peuvent-elles révéler des facteurs de risque émergents ?\nLes facteurs de risque varient-ils selon les populations étudiées ?",
"url": "https://questionsmedicales.fr/mesh/D003430?mesh_terms=Formative+Feedback&page=3#section-facteurs de risque"
}
]
},
{
"@type": "FAQPage",
"mainEntity": [
{
"@type": "Question",
"name": "Comment les études transversales aident-elles au diagnostic ?",
"position": 1,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles permettent d'évaluer la prévalence des maladies et d'identifier des associations."
}
},
{
"@type": "Question",
"name": "Peut-on établir un diagnostic définitif avec une étude transversale ?",
"position": 2,
"acceptedAnswer": {
"@type": "Answer",
"text": "Non, elles fournissent des données descriptives mais ne permettent pas de causalité."
}
},
{
"@type": "Question",
"name": "Quel type de données recueille une étude transversale ?",
"position": 3,
"acceptedAnswer": {
"@type": "Answer",
"text": "Des données sur la santé, les comportements et les caractéristiques démographiques."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles identifier des biomarqueurs ?",
"position": 4,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent suggérer des biomarqueurs associés à des conditions, mais pas prouver leur causalité."
}
},
{
"@type": "Question",
"name": "Quel est l'avantage principal des études transversales pour le diagnostic ?",
"position": 5,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles permettent une évaluation rapide et peu coûteuse de la santé d'une population."
}
},
{
"@type": "Question",
"name": "Les études transversales identifient-elles des symptômes ?",
"position": 6,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent décrire la prévalence des symptômes dans une population donnée."
}
},
{
"@type": "Question",
"name": "Peut-on relier des symptômes à des facteurs de risque via ces études ?",
"position": 7,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent montrer des associations, mais ne prouvent pas de relations causales."
}
},
{
"@type": "Question",
"name": "Comment les symptômes sont-ils mesurés dans ces études ?",
"position": 8,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des questionnaires, des entretiens ou des examens cliniques standardisés."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles révéler des symptômes rares ?",
"position": 9,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles sont moins efficaces pour les symptômes rares en raison de la taille de l'échantillon."
}
},
{
"@type": "Question",
"name": "Les symptômes peuvent-ils varier selon les groupes d'âge dans ces études ?",
"position": 10,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, les études peuvent montrer des variations de symptômes selon les tranches d'âge."
}
},
{
"@type": "Question",
"name": "Les études transversales aident-elles à identifier des stratégies de prévention ?",
"position": 11,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent suggérer des facteurs de risque à cibler pour des interventions préventives."
}
},
{
"@type": "Question",
"name": "Peut-on évaluer l'impact des programmes de prévention avec ces études ?",
"position": 12,
"acceptedAnswer": {
"@type": "Answer",
"text": "Non, elles ne mesurent que la prévalence avant l'implémentation des programmes."
}
},
{
"@type": "Question",
"name": "Comment les comportements préventifs sont-ils mesurés ?",
"position": 13,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des questionnaires sur les habitudes de vie et les comportements de santé."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles identifier des populations à risque ?",
"position": 14,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent révéler des groupes à risque élevé pour cibler les efforts de prévention."
}
},
{
"@type": "Question",
"name": "Les résultats des études transversales influencent-ils les politiques de santé publique ?",
"position": 15,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles fournissent des données essentielles pour orienter les politiques de santé publique."
}
},
{
"@type": "Question",
"name": "Les études transversales évaluent-elles l'efficacité des traitements ?",
"position": 16,
"acceptedAnswer": {
"@type": "Answer",
"text": "Non, elles ne mesurent que la prévalence des traitements, pas leur efficacité."
}
},
{
"@type": "Question",
"name": "Peut-on observer des tendances de traitement dans ces études ?",
"position": 17,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent montrer des tendances dans l'utilisation des traitements au sein d'une population."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles influencer les pratiques de traitement ?",
"position": 18,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent fournir des données qui orientent les décisions cliniques et les politiques de santé."
}
},
{
"@type": "Question",
"name": "Comment les traitements sont-ils documentés dans ces études ?",
"position": 19,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des enquêtes sur les antécédents médicaux et les traitements en cours des participants."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles révéler des inégalités dans l'accès aux traitements ?",
"position": 20,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent mettre en lumière des disparités dans l'accès aux soins et aux traitements."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles identifier des complications associées ?",
"position": 21,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent montrer des associations entre maladies et complications, mais pas de causalité."
}
},
{
"@type": "Question",
"name": "Comment les complications sont-elles documentées dans ces études ?",
"position": 22,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des rapports de cas, des questionnaires et des examens cliniques des participants."
}
},
{
"@type": "Question",
"name": "Peut-on évaluer la gravité des complications avec ces études ?",
"position": 23,
"acceptedAnswer": {
"@type": "Answer",
"text": "Non, elles ne mesurent que la prévalence, pas la gravité ou l'évolution des complications."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles révéler des complications rares ?",
"position": 24,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles sont moins efficaces pour identifier des complications rares en raison de la taille de l'échantillon."
}
},
{
"@type": "Question",
"name": "Les complications peuvent-elles varier selon les groupes démographiques ?",
"position": 25,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, les études peuvent montrer des variations de complications selon l'âge, le sexe, etc."
}
},
{
"@type": "Question",
"name": "Les études transversales identifient-elles des facteurs de risque ?",
"position": 26,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent révéler des associations entre facteurs de risque et maladies."
}
},
{
"@type": "Question",
"name": "Peut-on établir une causalité avec des études transversales ?",
"position": 27,
"acceptedAnswer": {
"@type": "Answer",
"text": "Non, elles montrent des associations mais ne peuvent pas prouver la causalité."
}
},
{
"@type": "Question",
"name": "Comment les facteurs de risque sont-ils mesurés ?",
"position": 28,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des questionnaires, des entretiens et des données cliniques des participants."
}
},
{
"@type": "Question",
"name": "Les études transversales peuvent-elles révéler des facteurs de risque émergents ?",
"position": 29,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, elles peuvent identifier de nouveaux facteurs de risque à étudier plus en profondeur."
}
},
{
"@type": "Question",
"name": "Les facteurs de risque varient-ils selon les populations étudiées ?",
"position": 30,
"acceptedAnswer": {
"@type": "Answer",
"text": "Oui, les études peuvent montrer des variations de facteurs de risque selon les groupes."
}
}
]
}
]
}
Feedback and psychological safety are well-established concepts within medical education, vital for student learning and progress. However, the concepts remain unexplored in the context of internation...
A focused ethnographic approach was adopted to explore international students' experiences and perceptions of psychological safety in their feedback experiences. Data were collected in the form of fie...
Data analysis identified four key themes: feedback delivery, educator attributes, cultural factors and longitudinal educational relationships. Both staff and student participants highlighted how envir...
This present study highlights cultural differences in feedback practices across countries and their impact on psychological safety among international students. It stresses the importance of integrati...
Trying to guess what the correct answer to a question might be can facilitate future learning of this answer when presented in the form of corrective feedback. One issue that determines the effectiven...
Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized ...
Online surveys were distributed to all 28 radiology faculty at Queen's University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback excha...
The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 6...
Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curri...
Competency-based medical education relies on feedback from workplace-based assessment (WBA) to direct learning. Unfortunately, WBAs often lack rich narrative feedback and show bias towards Medical Exp...
A total of 53 residents participated in facilitated, biweekly group assessment sessions during the 2017 and 2018 academic year. Each session was a 30-minute facilitated assessment discussion done with...
The researchers identified four major themes for feedback: communication, intra- and inter-personal awareness, leadership and teamwork, and learning opportunities. Although feedback related to a broad...
The introduction of facilitated team-based assessment in the Queen's Internal Medicine program filled an important gap in WBA by providing learners with detailed feedback across all CanMEDS roles and ...
Laparoscopic surgery is associated with a prolonged learning curve for emerging surgeons, and simulation-based training (SBT) has become increasingly prominent in this context due to stringent working...
This retrospective study focused on surgical residents in their 1st through 5th years at the Department of Surgery of Linkou Chang Gung Memorial Hospital. The residents participated in a specially des...
Senior residents (n = 15), who employed more complex laparoscopic procedures, exhibited more significant improvements after receiving instructor feedback than did junior residents (n = 17). Notably, a...
A well-designed, step-by-step SBT can be a valuable tool in laparoscopic surgical training. LapSim simulator has demonstrated its potential in assessing surgical performances during the early stages o...
Medical students benefit from direct observation of clinical performance and timely feedback from multiple sources. While self and peer feedback have been the focus of numerous research studies, how t...
We conducted an exploratory qualitative study to investigate students' engagement and receptivity to self and peer feedback across academic performance levels at a medical teaching institution. Data f...
The ways in which low and high performing students engaged with self-assessment and peer feedback were divided into three categories: affective (or interpersonal), orientational, and transformational....
Creating a trusting environment is critical for improving the acceptability of peer feedback. It is also critical to provide multiple opportunities for self-assessment in order to improve one's judgme...
Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees' condition, determine their weaknesses, and intervene at proper times. Recently, diff...
Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified rando...
The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P < 0.001). Additionally, the increase in mean change of PPCS-R total score from th...
Apprenticeship training using a sandwich feedback-based approach was superior to the traditional method for enhancing perioperative competence and performance of final-semester OR technology students....
A growing body of literature describes teaching practices that are positively associated with student achievement. Observing, characterizing, and providing feedback on these teaching practices is a ne...
The program was designed for formative purposes utilizing an instrument adapted from the Teaching Practices Inventory. All faculty were invited to participate in the program on a voluntary basis when ...
Interrater reliability of the form improved over two rounds of piloting and no differences were found in scoring between trainees and education professionals. Seventeen observations were completed by ...
Creating programs that emphasize and foster the use of evidence-based teaching are critical for health professions education. Additional research is needed to further develop coaching programs that en...
The long case is used to assess medical students' proficiency in performing clinical tasks. As a formative assessment, the purpose is to offer feedback on performance, aiming to enhance and expedite c...
To explore the experiences of medical students and faculty regarding the use of the Long Case Study as a formative assessment method at a tertiary care teaching hospital in a low-resource setting....
A qualitative study design was used. The study was conducted at Makerere University, a low-resource setting. The study participants were third- and fifth-year medical students as well as lecturers. Pu...
Three themes emerged from the study: ward placement, case presentation, and case assessment and feedback. The findings revealed that students conduct their long cases at patients' bedside within speci...
The long case offers students exposure to real patients in a clinical setting. However, in tertiary care teaching hospitals, it's crucial to ensure proper design and implementation of this practice to...
Multisource feedback (MSF), often termed 360-degree feedback, is a formative performance assessment in which data about an individual's observable workplace behaviors are collected through questionnai...