The Mental Status Exam Through Video Clips of Simulated Psychiatric Patients: an Online Educational Resource

Martin, Andrés; Krause, Robert; Jacobs, Asaf; Chilton, Julie; Amsalem, Doron

doi:10.1007/s40596-019-01140-9

Cited by 14 publications

(20 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results show that the intervention had a positive impact on the reduction of stigma among the intervention group. These results may be explained by the intensity of the program, the integration of multiple components, the focus given to the recovery process and the implementation of direct E-contact between mental health patients and students, all of which have been demonstrated to be key points for the implementation of a successful stigma-reduction program ( 54 – 58 , 73 – 77 ). Additionally, further studies comparing the effectiveness of implementing the multicomponent program on-site rather than online, are necessary.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to project-based learning, the use of standardized patients has shown different benefits for skill training and e-learning in the field of education in psychiatry and mental health ( 52 ). Including it as part of educational intervention strategies has had a positive impact ( 53 ), particularly on skill and knowledge development, and for the promotion of a holistic understanding of mental disorders ( 54 ). However, working online rather than on-site with standardized patients in order to reduce stigma toward mental disorders is a recent, underexplored development in the field, which requires complementary educational interventions ( 37 ), along with the creation of original scripts focused on the story around experiencing the illness and the recovery process ( 55 , 56 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021

View full text Add to dashboard Cite

Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p < 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p < 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021

View full text Add to dashboard Cite

show abstract

“…Third, we did not collect long-term follow-up of outcomes, so cannot comment on the stability of results over time, or how responsive they may be to greater clinical experience or to educational intervention, something we have started to explore elsewhere. 16 Finally, three instrument subscales appeared particularly limited in their ability to distinguish experienced from novice learners, and other components of the MSE, such as insight and judgment, were not included at all.…”

Section: Discussionmentioning

confidence: 99%

The Mental Status Exam: An Online Teaching Exercise Using Video-Based Depictions by Simulated Patients

et al. 2020

Self Cite

View full text Add to dashboard Cite

Introduction The mental status exam (MSE) is a structured approach to gathering a patient's behavioral and cognitive information. Analogous to the physical exam, it provides a template to collect clinical data in a systematic fashion. The MSE is a core competency of undergraduate medical education (UME) and an entrustable professional activity in clinical psychiatry. Methods We developed video clips of simulated patients depicting three adults respectively diagnosed with schizophrenia, obsessive-compulsive disorder, and bipolar disorder. We used three short video clips per condition to demonstrate an incremental number of psychiatric signs and symptoms. We used the nine video clips as calibrated stimuli for learners to identify components of the MSE using an online tool. Results We piloted this online exercise among 37 volunteer students. Experienced learners performed better than novice ones on overall identification of MSE components ( p <.001). Specifically, they were able to identify elements of the MSE following an ABC-STAMPS (appearance, behavior, cooperation; and speech, thought process and content, affect, mood, perceptions, suicidality) rubric. Discussion This video-based scoring tool was easy to implement in a UME setting and well received by students as a formative didactic exercise and educational complement.

show abstract

“…Examples from our own work include portrayals of psychiatric: 1) illnesses, as through an archive of mental status exam representations 22 and a related exercise tool for learners to apply their knowledge; 23 and of adolescent depression, 24 with variations underway that incorporate the specific realities of Black and transgender youth, including racism and transphobia, respectively; and 2) interventions, such as electroconvulsive therapy; 25 addressing psychosexual health among adolescents; 13 and on how to optimally "prescribe" AA/NA in the care of patients with substance use disorders. 43 Videotaped materials are inherently applied in an asynchronous way that takes the patient to the learner, an educational disruption of location that complements patient-centered learning.…”

Section: Theory Applied: Enhancing Psychiatric Education Showing: Imaging Mental Illnesses and Psychiatric Practicementioning

confidence: 99%

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

Martin¹,

Carvalho-Filho²,

Jaarsma³

et al. 2021

AMEP

Self Cite

View full text Add to dashboard Cite

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.

show abstract

The Mental Status Exam Through Video Clips of Simulated Psychiatric Patients: an Online Educational Resource

Cited by 14 publications

References 10 publications

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

The Mental Status Exam: An Online Teaching Exercise Using Video-Based Depictions by Simulated Patients

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

Contact Info

Product

Resources

About