From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation

Martin, Andrés; Weller, Indigo; Amsalem, Doron; Adigun, Ayodola; Jaarsma, Debbie; Duvivier, Robbert; Carvalho-Filho, Marco Antônio de

doi:10.3389/fpsyt.2020.616239

Cited by 23 publications

(19 citation statements)

References 41 publications

(45 reference statements)

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“…The qualitative study by Martin et al 4 assessed the first implementation of the co-constructive patient simulation (CCPS) in psychiatry. In this original research, the authors hypothesized that CCPS can help learners develop professional identities, advancing their professional growth toward becoming psychiatrists.…”

Section: Co-constructive Patient Simulationmentioning

confidence: 99%

“…In the psychiatry field, archived videos and e-learning modules, along with videoconferences and small-group teaching, have been implemented 3,6,9 . For example, a web-based curriculum with recorded lectures has been developed, while the use of simulation-based education during the pandemic-such as CCPS-was also described 1,4 . Moreover, a case-based, online CAP training program integrating both audio and video of real patients was also implemented 21 .…”

Section: Pedagogical Challengesmentioning

confidence: 99%

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The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Knez

2022

Med. Flum. (Online)

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The coronavirus disease 2019 (COVID-19) pandemic has challenged and almost completely disrupted the previous teaching system, based mainly on teachers’ and learners’ physical presence. This impact has forced educators to identify alternative learning models and begin utilizing new approaches, often without detailed analysis or thorough, systematic planning. The current literature review aims to reveal some of the greatest pedagogical challenges in remotely teaching psychiatry residents during the pandemic. This mini-review’s results may help in developing additional pedagogical techniques and key applications for educational activities to teach psychiatry residents, as well as to suggest directions for future psychiatry resident education.

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Section: Co-constructive Patient Simulationmentioning

confidence: 99%

Section: Pedagogical Challengesmentioning

confidence: 99%

The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Knez

2022

Med. Flum. (Online)

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“…38 CCPS holds promise as a new way of conceptualizing trainingand for moving it from a limited agenda of learning psychiatry to a creative one of becoming psychiatrists. 39 The objectives and goals in CCPS are not supervisorcentered but rather set by trainees, based on difficulties they have encountered in their daily work. Trainees develop a script based on their experience, often a pastiche of several clinical challenges.…”

Section: Doing: Reimagining Reflective Psychiatric Practicementioning

confidence: 99%

Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education

Martin¹,

Carvalho-Filho²,

Jaarsma³

et al. 2021

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Objective: Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of mental illnesses, and of those affected by them. Methods: In blending the works of Bleakley, Bligh, and Brown (2011) and of Kumagai and Naidu (2015), we developed an overarching heuristic with practical relevance and concrete applications to psychiatric education. Results: We identify three areas to enhance psychiatric education embedded into this blended framework: 1) Showing, or the more accurate depiction or imaging of mental illnesses and of psychiatric practice, as exemplified by the incorporation into didactic content of asynchronous video-based clinical materials produced with specific educational objectives in mind; 2) Sharing, or addressing the image problem of mental illnesses, of those living with or affected by them, and of psychiatry as a profession, as exemplified by psychiatrists embracing their role as experts by professional and personal experience when sharing their own journeys with mental illness, treatment, and recovery; and 3) Doing, or reimagining reflective psychiatric practice, as exemplified by the novel methodology of co-constructive patient simulation (CCPS), through which learners can engage in reflective practice and supervision in a participatory and democratic setting that does not privilege participants' hierarchical standing. Conclusion:The blended model and the sample applications we describe offer a range of teaching, learning, and professional development opportunities, should psychiatric educators choose to pursue them and reap their promise.

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“…The experiential learning theory developed by David Kolb and often summarised in the figure of a learning cycle also deeply influenced SBE (31,32). Social constructionism has strongly influenced SBE, through the notion of subjective and collective construction of meaning, and the role of community and social context in learning (33)(34)(35)(36). Other approaches, such as Cultural-Historical Activity Theory, further emphasised historical and cultural contexts that shape the group elaboration of meaning (37), while others still have helped to describe how SBE can challenge participants' assumptions and beliefs towards patients with mental disorders, for example transformative learning theory (38).…”

Section: Framework Theoriesmentioning

confidence: 99%

“…The Nature of Psychiatric Care SBE is particularly suitable to psychiatric care as evidenced by its facilitation of a person-centred approach, the acquisition of reflective skills, a common focus on attitudinal change and multidisciplinary work, and cognitive reframing and co-construction of care. Recently, learner-centred approaches have highlighted current issues encountered by clinicians -such as racial tensions or transphobia -to co-construct simulations in real time together with clinicians, trained simulated patients and educators (35,36). These factors align to the cognitive and interpersonal skills required for psychiatric care and allow education to remain up to date with clinical practices and issues encountered.…”

Section: Opportunities and Suitability Of Sbe In Psychiatry Person-centred Carementioning

confidence: 99%

Simulation Training in Psychiatry for Medical Education: A Review

et al. 2021

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Despite recognised benefits of Simulation-Based Education (SBE) in healthcare, specific adaptations required within psychiatry have slowed its adoption. This article aims to discuss conceptual and practical features of SBE in psychiatry that may support or limit its development, so as to encourage clinicians and educators to consider the implementation of SBE in their practice. SBE took off with the aviation industry and has been steadily adopted in clinical education, alongside role play and patient educators, across many medical specialities. Concurrently, healthcare has shifted towards patient-centred approaches and clinical education has recognised the importance of reflective learning and teaching centred on learners' experiences. SBE is particularly well-suited to promoting a holistic approach to care, reflective learning, emotional awareness in interactions and learning, cognitive reframing, and co-construction of knowledge. These features present an opportunity to enhance education throughout the healthcare workforce, and align particularly well to psychiatric education, where interpersonal and relational dimensions are at the core of clinical skills. Additionally, SBE provides a strategic opportunity for people with lived experience of mental disorders to be directly involved in clinical education. However, tenacious controversies have questioned the adequacy of SBE in the psychiatric field, possibly limiting its adoption. The ability of simulated patients (SPs) to portray complex and contradictory cognitive, psychological and emotional states has been questioned. The validity of SBE to develop a genuine empathetic understanding of patients, to facilitate a comprehensive multiaxial diagnostic formulation, or to develop flexible interpersonal skills has been criticised. Finally, SBE's relevance to developing complex psychotherapeutic skills is much debated, while issues such as symptom induction in SPs or patients involvement raise ethical dilemmas. These controversies can be addressed through adequate evidence, robust learning design, and high standards of practice. Well-designed simulated scenarios can promote a positive consideration of mental disorders and complex clinical skills. Shared guidelines and scenario libraries for simulation can be developed, with expert psychiatrists, patients and students involvement, to offer SPs and educators a solid foundation to develop training. Beyond scenario design, the nuances and complexities in mental healthcare are also duly acknowledged during the debriefing phases, providing a crucial opportunity to reflect on complex interpersonal skills or the role of emotions in clinicians' behaviour. Considered recruitment and support of SPs by clinical educators can help to maintain psychological safety and manage ethical issues. The holistic and reflexive nature of SBE aligns to the rich humanistic tradition nurtured within psychiatry and medicine, presenting the opportunity to expand the use of SBE to support a range of clinical skills and workforce competencies required in psychiatry.

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From Learning Psychiatry to Becoming Psychiatrists: A Qualitative Study of Co-constructive Patient Simulation

Cited by 23 publications

References 41 publications

The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education

Simulation Training in Psychiatry for Medical Education: A Review

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