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A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents
OBJECTIVES: Simulation research in postgraduate psychiatry remains limited, with minimal studies on interdisciplinary involvement and mechanisms of change. To address these gaps, the authors implemented a mixed-methods realist analysis of an interdisciplinary simulation intervention administered to...
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/PMC8493779/ https://www.ncbi.nlm.nih.gov/pubmed/34613598 http://dx.doi.org/10.1007/s40596-021-01524-w |
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author | Durling, Paige Henni, Jihane Mrozowich, Dean Rankin, Joanna Barlow, Amber Grimminck, Rachel |
author_facet | Durling, Paige Henni, Jihane Mrozowich, Dean Rankin, Joanna Barlow, Amber Grimminck, Rachel |
author_sort | Durling, Paige |
collection | PubMed |
description | OBJECTIVES: Simulation research in postgraduate psychiatry remains limited, with minimal studies on interdisciplinary involvement and mechanisms of change. To address these gaps, the authors implemented a mixed-methods realist analysis of an interdisciplinary simulation intervention administered to psychiatry residents. METHODS: The University of Calgary implemented a simulation intervention for psychiatry residents. Eight junior residents participated in or observed 4 scenarios and eighteen senior residents participated in or observed 8 scenarios. Scenarios lasted 15 minutes with a pre-simulation orientation and post-scenario debrief. Most scenarios involved interdisciplinary staff. Scenarios included agitated and suicidal patients; treatment-related emergencies; and challenging conversations. All residents completed pre- and post-simulation surveys reporting confidence levels. Changes in confidence were analyzed using paired t tests and differences between junior and senior residents’ confidence using ANOVA. Eleven residents participated in 2 focus groups. Transcripts were analyzed using a constant comparative model to identify contexts, mechanisms, outcomes, and the relationship between these realist categories. Key themes were extracted using generic theme analysis. RESULTS: Aggregated survey data demonstrated statistically significant improvements in self-reported confidence for 7 of 8 proposed scenarios, with variations in confidence outcomes between junior and senior residents. Four themes emerged: (1) How Simulations Facilitate Learning, (2) The Role of Pre-simulation Instructions, (3) Factors Facilitating Confidence, (4) Positive Effects of Interdisciplinary Involvement. CONCLUSIONS: This study identifies possible mechanisms for residents’ self-reported improvements in learning and confidence, which may help programs tailor interventions. Furthermore, this study suggests there may be benefits to interdisciplinary simulations, with self-reported outcomes of improved collaboration and safety planning. |
format | Online Article Text |
id | pubmed-8493779 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-84937792021-10-08 A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents Durling, Paige Henni, Jihane Mrozowich, Dean Rankin, Joanna Barlow, Amber Grimminck, Rachel Acad Psychiatry Empirical Report OBJECTIVES: Simulation research in postgraduate psychiatry remains limited, with minimal studies on interdisciplinary involvement and mechanisms of change. To address these gaps, the authors implemented a mixed-methods realist analysis of an interdisciplinary simulation intervention administered to psychiatry residents. METHODS: The University of Calgary implemented a simulation intervention for psychiatry residents. Eight junior residents participated in or observed 4 scenarios and eighteen senior residents participated in or observed 8 scenarios. Scenarios lasted 15 minutes with a pre-simulation orientation and post-scenario debrief. Most scenarios involved interdisciplinary staff. Scenarios included agitated and suicidal patients; treatment-related emergencies; and challenging conversations. All residents completed pre- and post-simulation surveys reporting confidence levels. Changes in confidence were analyzed using paired t tests and differences between junior and senior residents’ confidence using ANOVA. Eleven residents participated in 2 focus groups. Transcripts were analyzed using a constant comparative model to identify contexts, mechanisms, outcomes, and the relationship between these realist categories. Key themes were extracted using generic theme analysis. RESULTS: Aggregated survey data demonstrated statistically significant improvements in self-reported confidence for 7 of 8 proposed scenarios, with variations in confidence outcomes between junior and senior residents. Four themes emerged: (1) How Simulations Facilitate Learning, (2) The Role of Pre-simulation Instructions, (3) Factors Facilitating Confidence, (4) Positive Effects of Interdisciplinary Involvement. CONCLUSIONS: This study identifies possible mechanisms for residents’ self-reported improvements in learning and confidence, which may help programs tailor interventions. Furthermore, this study suggests there may be benefits to interdisciplinary simulations, with self-reported outcomes of improved collaboration and safety planning. Springer International Publishing 2021-10-06 2022 /pmc/articles/PMC8493779/ /pubmed/34613598 http://dx.doi.org/10.1007/s40596-021-01524-w 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 | Empirical Report Durling, Paige Henni, Jihane Mrozowich, Dean Rankin, Joanna Barlow, Amber Grimminck, Rachel A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title | A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title_full | A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title_fullStr | A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title_full_unstemmed | A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title_short | A Mixed-Methods Realist Analysis of an Interdisciplinary Simulation Intervention for Psychiatry Residents |
title_sort | mixed-methods realist analysis of an interdisciplinary simulation intervention for psychiatry residents |
topic | Empirical Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8493779/ https://www.ncbi.nlm.nih.gov/pubmed/34613598 http://dx.doi.org/10.1007/s40596-021-01524-w |
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