Teaching Clinical Interviewing Skills Using Role-Playing: Conveying Empathy to Performing a Suicide Assessment

Shea, Shawn Christopher; Barney, Christine

doi:10.1016/j.psc.2014.10.001

Cited by 16 publications

(19 citation statements)

References 10 publications

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“…question is a reasonable default, but it lacks clinical sophistication. Various writers in the suicide assessment and intervention area recommend using alternative wording and framing when asking patients directly about suicide (Jobes, 2016;Shea and Barney, 2015;Sommers-Flanagan & Shaw, 2017). Three distinct approaches are described here.…”

Section: Asking Directly About Suicide Ideationmentioning

confidence: 99%

Conversations About Suicide: Strategies for Detecting and Assessing Suicide Risk

Sommers‐Flanagan

2018

J Health Serv Psychol

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Section: Asking Directly About Suicide Ideationmentioning

confidence: 99%

Conversations About Suicide: Strategies for Detecting and Assessing Suicide Risk

Sommers‐Flanagan

2018

J Health Serv Psychol

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“…For students having problems with communication, it may be necessary to perform an assessment with psychological tests on communication and personality to individually tailor the simulation-based practice scenarios in order to improve their performance. In addition, one should strongly emphasize the necessity of classroom simulated Bdoctor-patient^communication being conducted by a psychologist earlier than any clinical classes with a live patient [13].…”

Section: Discussionmentioning

confidence: 99%

Perception of Teaching and Learning Using Medical Simulation Methods Related to Primary Psychological Counseling and Prevention—a Multicultural Focus Group Study

Rutkowska

2018

Med.Sci.Educ.

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Medical simulation, especially role-playing, allows students to learn how to practice medicine and help patients without the risk of harming them. A subject, which behaviorally helps to prepare medical students for the role of the doctor is Medical Psychology. Psychology deals with behavior-human functioning in different situations and under an influence of various psychological factors. The aim of the study was to describe how first and second year medical students learn and perceive their role-playing in simulated methods used to improve communication skills. This study applied a retrospective qualitative analysis of interview performance featuring feedback from first and second year medical students and judges. In each scenario, medical students were required to provide clinical consultation to patient-actors in accordance with their knowledge of Behavioral Sciences and Applied Medical Psychology. After the exercise, all participants were instructed to write down their opinions upon their experiences. Particularly important were the self-evaluation reports regarding the emotional state and body language. The reports were contrasted with the impressions of two observing judges who are psychologists. The results reflect conclusions drawn from the thematic analyses as well as from the written remarks of self-reflection regarding the students' performance from two independent evaluators. All of the students who took part in the scenarios that were assuming the role of a doctor reported feeling a lack of psychological competence used in communication. Most of the participants noted difficulty in delivering bad news to aggressive or demanding patients, along with cancer patients. Students over the age of 30 were more likely to handle these situations appropriately. This study offers an insight into how students studying in Poland experience challenges while acquiring proper communication skills. Notably, older medical students dealt with simulated patients better. However, these skills can be taught especially to younger medical students through dedicated training. All results and discussions allow to recommend an unambiguous simulation method suitable to the needs of future doctors in training.

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“…One of the most common teaching strategies for disseminating information on suicide skills is via lecture (Barrio Minton & Pease‐Carter, 2011). Shea and Barney (2015) advocated for use of role play in teaching suicide skills. However, the literature examining the efficacy of these teaching methods is very limited.…”

Section: Training On Suicide Issues In Counselor Educationmentioning

confidence: 99%

Online Teaching and Self‐Efficacy to Work With Suicidal Clients

Elliott

Henninger²

2020

Couns Edu & Supervision

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Teaching Clinical Interviewing Skills Using Role-Playing: Conveying Empathy to Performing a Suicide Assessment

Cited by 16 publications

References 10 publications

Conversations About Suicide: Strategies for Detecting and Assessing Suicide Risk

Conversations About Suicide: Strategies for Detecting and Assessing Suicide Risk

Perception of Teaching and Learning Using Medical Simulation Methods Related to Primary Psychological Counseling and Prevention—a Multicultural Focus Group Study

Online Teaching and Self‐Efficacy to Work With Suicidal Clients

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