Teaching emergency situations during a psychiatry residency programme using a blended learning approach: a pilot study

• Published in: BMC medical education 2021-09, Vol.21 (1), p.1-473, Article 473
• Main Authors: Salles, Juliette, Birmes, Philippe, Schmitt, Laurent, Bastiani, Bruno, Soto, Maria, Lafont-Rapnouil, Stéphanie, Mathur, Anjali, Bougon, Emmanuelle, Arbus, Christophe, Yrondi, Antoine
• Format: Article
• Language: English
• Subjects: Blended learning; Clinical Competence; Clinical medicine; Distance learning; Emergency medical care; Emergency medicine; Experiential learning; Female; Human health and pathology; Humans; Internship and Residency; Interviews; Learning; Learning Processes; Learning Strategies; Learning Theories; Life Sciences; Male; Medical education; Mental disorders; Mental health; Multiple choice; Online instruction; Patient-centered care; Patients; Pilot Projects; Problem-Based Learning; Psychiatric emergencies; Psychiatrics and mental health; Psychiatry; Psychiatry / education; Simulation; Study and teaching; Suicides & suicide attempts; Teaching; Teaching Methods; Technical Advance
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-021-02887-2

Background Emergency psychiatry is an essential component in the training of psychiatry residents who are required to make patient-centred orientation decisions. This training calls for specific knowledge as well as skills and attitudes requiring experience. Kolb introduced a theory on experiential learning which suggested that effective learners should have four types of abilities: concrete experience, reflective observation, abstract conceptualisation and active experimentation. We aimed to evaluate a resident training programme that we designed for use in an emergency psychiatry setting based on the experimental learning theory. Methods We designed a four-step training programme for all first-year psychiatry residents: (i) theoretical teaching of psychiatric emergency knowledge, (ii) concrete experience of ability teaching involving an initial simulation session based on three scenarios corresponding to clinical situations frequently encountered in emergency psychiatry (suicidal crisis, hypomania and depressive episodes), (iii) reflective observation and abstract conceptualisation teaching based on videos and clinical interview commentary by a senior psychiatrist for the same three scenarios, (iv) active experimentation teaching during a second simulation session based on the same three frequently encountered clinical situations but with different scenarios. Training-related knowledge acquisition was assessed after the second simulation session based on a multiple-choice quiz (MCQ), short-answer questions and a script concordance test (SCT). The satisfaction questionnaire was assessed after the resident had completed his/her initial session in order to evaluate the relevance of teaching in clinical practice. The descriptive analyses were described using the mean (+/- standard deviation). The comparative analyses were conducted with the Wilcoxon or Student's t tests depending on data distribution. Results The residents' mean MCQ and short-answer question scores and SCT were 7.25/10 (SD = 1.2) 8.33/10 (SD = 1.4), 77.5/100 (SD = 15.8), respectively. The satisfaction questionnaire revealed that 67 % of residents found the teaching consistent. Conclusion We designed a blended learning programme that associated, classical theoretical learning to acquire the basic concepts, a learning with simulation training to experiment the clinical situations and a video support to improve learning of interview skills and memory recall. The residents indicate that this tra