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Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry
BACKGROUND: The goal of this study was to assess the value and acceptance of Standardized or Simulated Patients (SPs) for training clinically inexperienced undergraduate medical students in psychiatric history taking, psychopathological assessment, and communication with psychiatric patients. METHOD...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10016160/ https://www.ncbi.nlm.nih.gov/pubmed/36922802 http://dx.doi.org/10.1186/s12909-023-04107-5 |
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author | Siemerkus, Jakob Petrescu, Ana-Stela Köchli, Laura Stephan, Klaas Enno Schmidt, Helen |
author_facet | Siemerkus, Jakob Petrescu, Ana-Stela Köchli, Laura Stephan, Klaas Enno Schmidt, Helen |
author_sort | Siemerkus, Jakob |
collection | PubMed |
description | BACKGROUND: The goal of this study was to assess the value and acceptance of Standardized or Simulated Patients (SPs) for training clinically inexperienced undergraduate medical students in psychiatric history taking, psychopathological assessment, and communication with psychiatric patients. METHODS: As part of a newly developed introductory course to psychiatry, pairs of 3rd year medical students conducted psychiatric assessments of SPs, including history and psychopathological state, under the supervision of a clinical lecturer. Prior to the assessment, students attended introductory lectures to communication in psychiatry and psychopathology but were clinically inexperienced. After the interview, the students’ summary of their findings was discussed with other students and the lecturer. Students, lecturers, and actors were invited to a survey after the course. Questions for the students included self-reports about perceived learning success and authenticity of the interviews. RESULTS: 41 students, 6 actors and 8 lecturers completed the survey (response rates of 48%, 50%, and 100%, respectively). The survey results indicated that, despite their lack of clinical experience, students learned how to conduct a psychiatric interview, communicate in a non-judgmental and empathetic manner, take a psychiatric history and perform a psychopathological examination. SPs were perceived as authentic. The survey results suggested that this setting allowed for an enjoyable, non-distressful and motivating learning experience within a restricted time frame of just two afternoons. CONCLUSION: The results indicated that the SP approach presented is useful for teaching clinical skills in psychiatry to students with limited previous clinical experience and knowledge of psychiatry. We argue that SPs can be used to teach practical psychiatric skills already during an early phase of the curriculum. Limitations of our study include a limited sample size, a temporal gap between the course and the survey, reliance on self-reports, and lack of comparison to alternative interventions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04107-5. |
format | Online Article Text |
id | pubmed-10016160 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-100161602023-03-15 Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry Siemerkus, Jakob Petrescu, Ana-Stela Köchli, Laura Stephan, Klaas Enno Schmidt, Helen BMC Med Educ Research BACKGROUND: The goal of this study was to assess the value and acceptance of Standardized or Simulated Patients (SPs) for training clinically inexperienced undergraduate medical students in psychiatric history taking, psychopathological assessment, and communication with psychiatric patients. METHODS: As part of a newly developed introductory course to psychiatry, pairs of 3rd year medical students conducted psychiatric assessments of SPs, including history and psychopathological state, under the supervision of a clinical lecturer. Prior to the assessment, students attended introductory lectures to communication in psychiatry and psychopathology but were clinically inexperienced. After the interview, the students’ summary of their findings was discussed with other students and the lecturer. Students, lecturers, and actors were invited to a survey after the course. Questions for the students included self-reports about perceived learning success and authenticity of the interviews. RESULTS: 41 students, 6 actors and 8 lecturers completed the survey (response rates of 48%, 50%, and 100%, respectively). The survey results indicated that, despite their lack of clinical experience, students learned how to conduct a psychiatric interview, communicate in a non-judgmental and empathetic manner, take a psychiatric history and perform a psychopathological examination. SPs were perceived as authentic. The survey results suggested that this setting allowed for an enjoyable, non-distressful and motivating learning experience within a restricted time frame of just two afternoons. CONCLUSION: The results indicated that the SP approach presented is useful for teaching clinical skills in psychiatry to students with limited previous clinical experience and knowledge of psychiatry. We argue that SPs can be used to teach practical psychiatric skills already during an early phase of the curriculum. Limitations of our study include a limited sample size, a temporal gap between the course and the survey, reliance on self-reports, and lack of comparison to alternative interventions. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04107-5. BioMed Central 2023-03-15 /pmc/articles/PMC10016160/ /pubmed/36922802 http://dx.doi.org/10.1186/s12909-023-04107-5 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Siemerkus, Jakob Petrescu, Ana-Stela Köchli, Laura Stephan, Klaas Enno Schmidt, Helen Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title | Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title_full | Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title_fullStr | Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title_full_unstemmed | Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title_short | Using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
title_sort | using standardized patients for undergraduate clinical skills training in an introductory course to psychiatry |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10016160/ https://www.ncbi.nlm.nih.gov/pubmed/36922802 http://dx.doi.org/10.1186/s12909-023-04107-5 |
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