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Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training
OBJECTIVE: The use of virtual learning in psychiatric education has been required to address COVID-19-related challenges. Research regarding the implementation of virtual teaching environments and standardized patients for simulation remains limited. Here, educators’ outcomes were evaluated followin...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8260018/ https://www.ncbi.nlm.nih.gov/pubmed/34231192 http://dx.doi.org/10.1007/s40596-021-01504-0 |
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author | Patel, Mitesh Hui, Jeanette Ho, Certina Mak, Christy Kei Simpson, Alexander Sockalingam, Sanjeev |
author_facet | Patel, Mitesh Hui, Jeanette Ho, Certina Mak, Christy Kei Simpson, Alexander Sockalingam, Sanjeev |
author_sort | Patel, Mitesh |
collection | PubMed |
description | OBJECTIVE: The use of virtual learning in psychiatric education has been required to address COVID-19-related challenges. Research regarding the implementation of virtual teaching environments and standardized patients for simulation remains limited. Here, educators’ outcomes were evaluated following a transition from in-person teaching with “real” patients, to a standardized patient-based simulation in pre-clerkship psychiatric clinical skills teaching for medical students. METHODS: The Integrated Clinical Experiences course at the University of Toronto is a pre-clerkship clinical skills curriculum for second-year medical students. Four psychiatric clinical skills sessions were transitioned from in-person teaching to virtual teaching environments with standardized patient-based simulation. Educators (tutors) were assigned to teach groups of four to seven medical students, with a total of 45 groups. Tutors were then asked to complete an online questionnaire, and data was analyzed by quantitative and qualitative means. RESULTS: Of 30 tutors, 21 (75.0%) had previously taught the course for an average of 6.52 ± 6.85 years. Twenty-four of 30 (80%) tutors described their ease of virtual teaching as “extremely easy” or “moderately easy”. Twenty-three of 30 (76.6%) were “extremely satisfied” or “moderately satisfied” with standardized patient-based simulation. Various advantages and disadvantages of the virtual teaching environment with standardized patient-based simulation were identified. CONCLUSIONS: The transition to a virtual teaching environment utilizing standardized patients in a pre-clerkship simulation-based curriculum did not result in significant challenges that would limit educators’ use of these teaching tools. Implementation of virtual teaching environments with standardized patients may thus serve to address challenges related to COVID-19 and resource limitations. |
format | Online Article Text |
id | pubmed-8260018 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-82600182021-07-07 Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training Patel, Mitesh Hui, Jeanette Ho, Certina Mak, Christy Kei Simpson, Alexander Sockalingam, Sanjeev Acad Psychiatry In Brief Report OBJECTIVE: The use of virtual learning in psychiatric education has been required to address COVID-19-related challenges. Research regarding the implementation of virtual teaching environments and standardized patients for simulation remains limited. Here, educators’ outcomes were evaluated following a transition from in-person teaching with “real” patients, to a standardized patient-based simulation in pre-clerkship psychiatric clinical skills teaching for medical students. METHODS: The Integrated Clinical Experiences course at the University of Toronto is a pre-clerkship clinical skills curriculum for second-year medical students. Four psychiatric clinical skills sessions were transitioned from in-person teaching to virtual teaching environments with standardized patient-based simulation. Educators (tutors) were assigned to teach groups of four to seven medical students, with a total of 45 groups. Tutors were then asked to complete an online questionnaire, and data was analyzed by quantitative and qualitative means. RESULTS: Of 30 tutors, 21 (75.0%) had previously taught the course for an average of 6.52 ± 6.85 years. Twenty-four of 30 (80%) tutors described their ease of virtual teaching as “extremely easy” or “moderately easy”. Twenty-three of 30 (76.6%) were “extremely satisfied” or “moderately satisfied” with standardized patient-based simulation. Various advantages and disadvantages of the virtual teaching environment with standardized patient-based simulation were identified. CONCLUSIONS: The transition to a virtual teaching environment utilizing standardized patients in a pre-clerkship simulation-based curriculum did not result in significant challenges that would limit educators’ use of these teaching tools. Implementation of virtual teaching environments with standardized patients may thus serve to address challenges related to COVID-19 and resource limitations. Springer International Publishing 2021-07-06 2021 /pmc/articles/PMC8260018/ /pubmed/34231192 http://dx.doi.org/10.1007/s40596-021-01504-0 Text en © Academic Psychiatry 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | In Brief Report Patel, Mitesh Hui, Jeanette Ho, Certina Mak, Christy Kei Simpson, Alexander Sockalingam, Sanjeev Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title | Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title_full | Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title_fullStr | Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title_full_unstemmed | Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title_short | Tutors’ Perceptions of the Transition to Video and Simulated Patients in Pre-clinical Psychiatry Training |
title_sort | tutors’ perceptions of the transition to video and simulated patients in pre-clinical psychiatry training |
topic | In Brief Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8260018/ https://www.ncbi.nlm.nih.gov/pubmed/34231192 http://dx.doi.org/10.1007/s40596-021-01504-0 |
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