Using socially distanced and online simulation training to improve the confidence of junior doctors in psychiatry
AIMS AND METHOD: The authors designed and delivered simulation training to improve the confidence and competence of junior doctors beginning work in psychiatry. Junior doctors completed various simulated psychiatry scenarios while receiving personalised feedback and teaching from their peers in online or socially distanced settings. Learners rated their confidence in psychiatry skills pre- and post-session, and Wilcoxon signed-rank tests were conducted to detect statistically significant differences. Qualitative feedback was analysed thematically.
RESULTS: Twenty-one junior doctors attended the training. There were statistically significant (P < 0.05) improvements in trainee confidence across all psychiatry skills tested. The most enjoyable aspects of the session included its 'interactivity', relevance to clinical practice, and 'realistic' and 'interesting' simulated scenarios.
CLINICAL IMPLICATIONS: Near-peer simulation teaching, delivered both in person and online, is effective at improving junior doctors' confidence in psychiatry. Delivering this training during placement induction could help to ensure adequate preparation of, and support for, new doctors.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:47 |
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| Enthalten in: |
BJPsych bulletin - 47(2023), 4 vom: 18. Aug., Seite 235-241 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Hewson, Thomas [VerfasserIn] |
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| Links: |
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| Themen: |
Education and training |
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| Anmerkungen: |
Date Revised 02.08.2023 published: Print Citation Status PubMed-not-MEDLINE |
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| doi: |
10.1192/bjb.2022.18 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM338313753 |
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| 500 | |a Citation Status PubMed-not-MEDLINE | ||
| 520 | |a AIMS AND METHOD: The authors designed and delivered simulation training to improve the confidence and competence of junior doctors beginning work in psychiatry. Junior doctors completed various simulated psychiatry scenarios while receiving personalised feedback and teaching from their peers in online or socially distanced settings. Learners rated their confidence in psychiatry skills pre- and post-session, and Wilcoxon signed-rank tests were conducted to detect statistically significant differences. Qualitative feedback was analysed thematically | ||
| 520 | |a RESULTS: Twenty-one junior doctors attended the training. There were statistically significant (P < 0.05) improvements in trainee confidence across all psychiatry skills tested. The most enjoyable aspects of the session included its 'interactivity', relevance to clinical practice, and 'realistic' and 'interesting' simulated scenarios | ||
| 520 | |a CLINICAL IMPLICATIONS: Near-peer simulation teaching, delivered both in person and online, is effective at improving junior doctors' confidence in psychiatry. Delivering this training during placement induction could help to ensure adequate preparation of, and support for, new doctors | ||
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