Designing Clinical Interviewing Training Courses for Psychiatric Residents: A Practical Primer for Interviewing Mentors

Shea, Shawn Christopher; Green, Ron; Barney, Christine; Cole, Stephen; Lapetina, Graciana; Baker, Bruce D.

doi:10.1016/j.psc.2007.02.004

Cited by 8 publications

(22 citation statements)

References 6 publications

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“…Multiple studies have demonstrated the value of directly observed clinical experiences in increasing the comfort and ability of learners in the areas of PE and historytaking [25][26][27] . Members of various other specialties [28][29][30][31][32] have already published their experiences with the use of direct observation and called for its use in their training programs. We are aware of no such reports in the orthopaedic literature, but we believe that direct observation will be an important topic as we strive to improve residents' education in the musculoskeletal PE.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents

Beran

Awan

Rowley

et al. 2012

Journal of Bone and Joint Surgery

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Section: Discussionmentioning

confidence: 99%

Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents

Beran

Awan

Rowley

et al. 2012

Journal of Bone and Joint Surgery

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“…While these resources may be helpful, the inclination for typical practitioners to seek and read these may be quite marginal (Jobes, 2003). In response to many of the inherent professional training challenges, Shea and colleagues have developed and studied an educational framework for helping both inexperienced trainees and veteran clinicians to develop a personalized and flexible strategy for eliciting suicidal ideation responses (Shea et al, 2007; Shea, Mezzich, Bohon, & Zeiders, 1989). Shea et al's educational framework and interview strategy—the Chronological Assessment of Suicide Events (or CASE approach)—represents an excellent example of an assessment model that can be readily taught to a broad range of clinicians (Shea, 2002).…”

mentioning

confidence: 99%

Training Mental Health Professionals to Assess and Manage Suicidal Behavior: Can Provider Confidence and Practice Behaviors be Altered?

Oordt

Jobes

Fonseca

et al. 2009

Suicide & Life Threat Behav

124

102

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Remarkably little systematic research has studied the effects of clinical suicidology training on changing practitioner attitudes and behaviors. In the current study we investigated whether training in an empirically-based assessment and treatment approach to suicidal patients administered through a continuing education workshop could meaningfully impact professional practices, clinic policy, clinician confidence, and beliefs posttraining and 6 months later. At the 6 month follow-up we found that 44% of practitioners reported increased confidence in assessing suicide risk, 54% reported increased confidence in managing suicidal patients, 83% reported changing suicide care practices, and 66% reported changing clinic policy. These results suggest that a brief and carefully developed workshop training experience can potentially change provider perceptions and behaviors with a possible impact on clinical care therein.

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“…The other 3 involved active learning, as psychiatry residents were requested to search about 1 topic and then report back to the group, usually followed with some discussion [60, 66, 75]. Other reported nonclinical educational methods were case discussion out of clinical setting (4) [64, 66, 75], annual workshops (2) [64, 67], weekly role-playing (1) [67], generic videos (1) [66], giving an expressly elaborated didactic textbook (1) [67], and suggesting readings (1) [67].…”

Section: Resultsmentioning

confidence: 99%

“…Clinical interviewing with actual patients was reported in 4 interventions [52, 53, 56, 67]. All of them involved the psychiatry resident conducting a live interview with a real patient in the presence of a supervisor, who then gave immediate feedback.…”

Section: Resultsmentioning

confidence: 99%

Training Psychiatry Residents in Descriptive Psychopathology: A Systematic Review

et al. 2021

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Purpose: Descriptive psychopathology (DP, sometimes called psychopathology or phenomenology) is the language of psychiatry and is dedicated to the description of mental symptoms. Due to its importance, there is an ongoing case to put it back at the heart of psychiatry and its training. This study seeks to examine the literature on how to train psychiatry residents in DP, including reported educational interventions and educational methods. Method: The authors conducted a systematic review following the PRISMA and BEME guidelines to identify literature on how to train psychiatry residents in DP. In May 2019, they searched in Embase, ERIC, PsycINFO, PubMed, Scopus, and Web of Science; of 7,199 initial results, 26 sources were finally included for analysis. The assessment tools were the CRAAP test, Kirkpatrick’s 4 levels, and (when applicable) the Medical Education Research Study Quality Instrument (MERSQI). Results: The mean CRAAP score was 38.885 of a possible 50 (SD 0.983; range: 36.859–40.910). Fourteen sources (53.8%) had some kind of training evaluation: Kirkpatrick’s level 1 was present in nearly all (13) and was the highest in half of them (7). Regarding the educational interventions, the mean MERSQI score was 10.592 of a possible 18 (SD 2.371; range 9.085–12.098). Lectures were the most widely reported educational method (5); among those in clinical settings, the live supervised interview with feedback was the most usual (4). Conclusions: Despite its core importance as the language of psychiatry, the literature about training psychiatry residents in DP is scarce and heterogeneous. General lack of training evaluation and ongoing overemphasis on Kirkpatrick’s levels 1–2 at the expense of levels 3–4 are causes for concern. During the review process, the authors identified a selection of educational interventions that could serve as the basis for the design of new training efforts in both clinical and nonclinical settings. Topics for future research are also suggested, such as the role of DP in competency-based training frameworks now in vogue and a series of neglected contents. Finally, the combined use of the CRAAP test and the MERSQI may be useful for future systematic reviews in medical education.

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Designing Clinical Interviewing Training Courses for Psychiatric Residents: A Practical Primer for Interviewing Mentors

Cited by 8 publications

References 6 publications

Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents

Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents

Training Mental Health Professionals to Assess and Manage Suicidal Behavior: Can Provider Confidence and Practice Behaviors be Altered?

Training Psychiatry Residents in Descriptive Psychopathology: A Systematic Review

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