Simulation in Undergraduate Psychiatry: Exploring the Depth of Learner Engagement

Abstract

Despite the varied uses of simulation across other health disciplines, there were few novel or innovative uses of simulation in undergraduate psychiatric education since the last review in 2008. Expanding on the use of simulation to improve communication, build empathy, and decrease stigma in psychiatry is essential given the relevance to all facets of medical practice. Given the complexity of psychiatry, simulation interventions should extend beyond communication scenarios. Medical students need more opportunities to reflect and debrief on simulation experiences and integrate learning into new contexts. Faculty development should focus on these novel approaches to simulation to deeply engage learners and enhance outcomes.

Some Potential “Pitfalls” in the Construction of Educational Systematic Reviews

“…These standards in turn inform on common pitfalls in their construction. Abdool et al [1], for example, followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines in their construction of the review. Usual standards begin with a focused or clearly formatted question, well-developed search strategies, explicit inclusion and exclusion criteria, and an explicit methodology for critically appraising the strengths and weaknesses of the individual studies incorporated into the review.…”

“…Too broad a question may impede the specificity of searching and unduly diffuse the applicability of the findings. For example, Abdool et al's primary goal was to identify and describe simulation methods that were used in teaching psychiatry to medical students [1].…”

“…The inclusion criteria can therefore be broadened or contracted depending on the volume of material found by a preliminary scoping review that examines the extent, range, and nature of research activity in a given field [13]. For example, Abdool et al specified three inclusion criteria: the studies had to (1) describe an educational intervention using a simulation methodology (2) in the area of psychiatry and (3) apply to undergraduate education [1].…”

“…An excellent example of a high-quality systematic review is published in the April 2017 issue of the journal [1]. Here, Abdool et al reviewed studies applying simulation-based methodologies in undergraduate psychiatry education and assessed the depth of learner engagement using simulation methods [1].…”

“…To this end, we will describe commonly encountered issues in reviews, particularly systematic reviews, submitted to Academic Psychiatry that may detract from their quality or the validity of their findings. We will also refer to the example of Abdool et al [1] for tips on how to do it well.…”