Le diagnostic repose sur l'évaluation des symptômes et des antécédents du patient.
CravingÉvaluation clinique
#2
Quels outils sont utilisés pour le diagnostic ?
Des questionnaires standardisés et des entretiens cliniques sont souvent utilisés.
QuestionnairesEntretien clinique
#3
Le besoin impérieux est-il un trouble mental ?
Oui, il peut être associé à des troubles comme l'addiction ou les troubles alimentaires.
Troubles mentauxAddiction
#4
Quels critères DSM sont liés au besoin impérieux ?
Les critères DSM-5 pour les troubles liés à des substances incluent le craving.
DSM-5Troubles liés à des substances
#5
Peut-on mesurer l'intensité du craving ?
Oui, des échelles de mesure spécifiques évaluent l'intensité du craving.
Échelles de mesureCraving
Symptômes
5
#1
Quels sont les symptômes du besoin impérieux ?
Les symptômes incluent une envie intense, agitation, et parfois des symptômes physiques.
SymptômesAgitation
#2
Le besoin impérieux peut-il causer de l'anxiété ?
Oui, le craving peut entraîner une anxiété significative chez les individus concernés.
AnxiétéCraving
#3
Y a-t-il des symptômes physiques associés ?
Des symptômes comme la transpiration ou des palpitations peuvent survenir.
Symptômes physiquesPalpitations
#4
Le craving est-il constant ou intermittent ?
Il peut être intermittent, souvent déclenché par des stimuli environnementaux.
Stimuli environnementauxCraving
#5
Comment le craving affecte-t-il le comportement ?
Il peut mener à des comportements compulsifs pour satisfaire l'envie.
Comportement compulsifCraving
Prévention
5
#1
Comment prévenir le besoin impérieux ?
La prévention passe par l'éducation, la gestion du stress et le soutien social.
ÉducationGestion du stress
#2
Les programmes de sensibilisation sont-ils efficaces ?
Oui, ils aident à informer sur les risques et à réduire le craving.
Programmes de sensibilisationCraving
#3
Le développement de compétences aide-t-il ?
Oui, développer des compétences d'adaptation peut réduire le risque de craving.
Compétences d'adaptationPrévention
#4
Les groupes de soutien sont-ils utiles ?
Oui, ils offrent un environnement de soutien pour partager des expériences.
Groupes de soutienCraving
#5
La gestion des déclencheurs est-elle importante ?
Oui, identifier et gérer les déclencheurs peut prévenir le craving.
DéclencheursGestion du craving
Traitements
5
#1
Quels traitements sont efficaces contre le craving ?
Les thérapies comportementales et les médicaments peuvent aider à réduire le craving.
Thérapies comportementalesMédicaments
#2
La thérapie cognitivo-comportementale aide-t-elle ?
Oui, elle est efficace pour modifier les pensées et comportements liés au craving.
Thérapie cognitivo-comportementaleCraving
#3
Les médicaments peuvent-ils réduire le craving ?
Certains médicaments, comme les antidépresseurs, peuvent diminuer le craving.
AntidépresseursCraving
#4
Le soutien social est-il important dans le traitement ?
Oui, le soutien social joue un rôle crucial dans la gestion du craving.
Soutien socialGestion du craving
#5
Y a-t-il des approches alternatives au traitement ?
Des approches comme la méditation et la pleine conscience peuvent être bénéfiques.
MéditationPleine conscience
Complications
5
#1
Quelles complications peuvent survenir avec le craving ?
Des complications incluent des troubles de santé mentale et des comportements à risque.
Troubles de santé mentaleComportements à risque
#2
Le craving peut-il mener à des addictions ?
Oui, un besoin impérieux non traité peut évoluer vers une addiction sévère.
AddictionCraving
#3
Y a-t-il des risques physiques associés au craving ?
Oui, le craving peut entraîner des comportements nuisibles à la santé physique.
Santé physiqueComportements nuisibles
#4
Le besoin impérieux affecte-t-il les relations ?
Oui, il peut nuire aux relations personnelles et professionnelles.
Relations personnellesCraving
#5
Le craving peut-il entraîner des problèmes juridiques ?
Oui, des comportements impulsifs liés au craving peuvent causer des problèmes juridiques.
Problèmes juridiquesComportements impulsifs
Facteurs de risque
5
#1
Quels sont les facteurs de risque du craving ?
Les antécédents familiaux, le stress et l'environnement social sont des facteurs clés.
Antécédents familiauxStress
#2
Le stress augmente-t-il le risque de craving ?
Oui, le stress est un facteur majeur qui peut intensifier le besoin impérieux.
StressCraving
#3
Les troubles mentaux sont-ils des facteurs de risque ?
Oui, des troubles comme l'anxiété et la dépression augmentent le risque de craving.
Troubles mentauxAnxiété
#4
L'environnement social influence-t-il le craving ?
Oui, un environnement social négatif peut exacerber le besoin impérieux.
Environnement socialCraving
#5
Les habitudes de vie jouent-elles un rôle ?
Oui, des habitudes de vie malsaines peuvent augmenter le risque de craving.
Habitudes de vieCraving
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}
},
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"name": "Le besoin impérieux affecte-t-il les relations ?",
"position": 24,
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"@type": "Answer",
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}
},
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"name": "Le craving peut-il entraîner des problèmes juridiques ?",
"position": 25,
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"name": "Quels sont les facteurs de risque du craving ?",
"position": 26,
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}
},
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"name": "Le stress augmente-t-il le risque de craving ?",
"position": 27,
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"text": "Oui, le stress est un facteur majeur qui peut intensifier le besoin impérieux."
}
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"name": "Les troubles mentaux sont-ils des facteurs de risque ?",
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"position": 29,
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}
},
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Department of Psychology, University of California, Los Angeles, Los Angeles, CA, United States; Brain Research Institute, University of California, Los Angeles, Los Angeles, CA, United States; Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, Los Angeles, CA, United States. Electronic address: lararay@psych.ucla.edu.
Department of Psychiatry (Garrison, Sinha, Potenza), Child Study Center (Sinha, Potenza, Scheinost), n.; Department of Neuroscience (Sinha, Potenza), Wu Tsai Institute (Potenza, Scheinost), Department of Biomedical Engineering (Gao, Liang, Scheinost), and Department of Statistics and Data Science (Scheinost), Yale University, New Haven, Conn.; Connecticut Mental Health Center, New Haven, Conn. (Potenza); Connecticut Council on Problem Gambling, Hartford, Conn. (Potenza).
Department of Psychiatry (Garrison, Sinha, Potenza), Child Study Center (Sinha, Potenza, Scheinost), n.; Department of Neuroscience (Sinha, Potenza), Wu Tsai Institute (Potenza, Scheinost), Department of Biomedical Engineering (Gao, Liang, Scheinost), and Department of Statistics and Data Science (Scheinost), Yale University, New Haven, Conn.; Connecticut Mental Health Center, New Haven, Conn. (Potenza); Connecticut Council on Problem Gambling, Hartford, Conn. (Potenza).
Department of Psychiatry (Garrison, Sinha, Potenza), Child Study Center (Sinha, Potenza, Scheinost), n.; Department of Neuroscience (Sinha, Potenza), Wu Tsai Institute (Potenza, Scheinost), Department of Biomedical Engineering (Gao, Liang, Scheinost), and Department of Statistics and Data Science (Scheinost), Yale University, New Haven, Conn.; Connecticut Mental Health Center, New Haven, Conn. (Potenza); Connecticut Council on Problem Gambling, Hartford, Conn. (Potenza).
Department of Psychiatry (Garrison, Sinha, Potenza), Child Study Center (Sinha, Potenza, Scheinost), n.; Department of Neuroscience (Sinha, Potenza), Wu Tsai Institute (Potenza, Scheinost), Department of Biomedical Engineering (Gao, Liang, Scheinost), and Department of Statistics and Data Science (Scheinost), Yale University, New Haven, Conn.; Connecticut Mental Health Center, New Haven, Conn. (Potenza); Connecticut Council on Problem Gambling, Hartford, Conn. (Potenza).
Department of Psychiatry and Behavioral Sciences Johns Hopkins University School of Medicine, Baltimore, MD, United States. Electronic address: cberge21@jhmi.edu.
Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students listen, and the teaching effect is often unsat...
Through objective evaluation of joint surgery students' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL...
Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected an...
The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 1...
SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is w...
Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborati...
The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess ...
A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. De...
73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic ...
It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting ...
To enhance tutors' teaching skills, tutor shadowing for novice tutors of problem-based learning (PBL) in addition to conventional faculty development (FD) was applied. This study aimed to develop a tu...
This study employed a before-and-after study design with three phases. In phase 1, a TS-scale was elaborated. A validity examination was performed in phase 2. Phase 3 was a study of the effectiveness ...
A TS-scale with a 32-item questionnaire of self-rated confidence for PBL tutors was identified in phase 1. In phase 2, 7 experienced specialists in medical education were invited to evaluate the conte...
Novice PBL tutors benefit from FD that incorporates tutor shadowing in the 3 key domains of tutoring competencies. The TS-scale developed in this study can be applied in future research on FD design....
Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning pr...
This study developed a problem-based learning (PBL) module to improve integrated thinking and problem-solving ability in students of dental hygiene. After applying PBL, the study tested the improvemen...
This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education....
We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is S...
Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13...
This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, fur...
To study the application of PBL combined with CBL teaching mode in the teaching of international classification of diseases (ICD) encoding, so as to improve students' grasp of ICD encoding knowledge. ...
With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising...
PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quant...
Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated...
The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutiona...
Problem-based learning (PBL) is a pedagogy involving self-directed learning in small groups around case problems. Group function is important to PBL outcomes, but there is currently poor scaffolding a...
Tool development unfolded in four steps: 1) a literature review was conducted to identify existent evaluation tools for group function in PBL, 2) literature findings informed the development of this n...
Nineteen scales relating to group function assessment were identified in the literature, lending 18 constructs that mapped into four dimensions: Learning Climate, Facilitation and Process, Engagement ...
A four-dimension tool to assist group function reflection in PBL was produced. Its constructs were well supported by literature and experts. Faculty and student stakeholders acknowledged the utility o...
The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties ...
We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded...
Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment ...
The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with t...