OBJECTIVE: This article examines the benefit and feasibility of introducing a new, simulation-based learning intervention for junior psychiatry residents. METHOD: Junior psychiatry residents were invited to participate in a new simulation-based learning intervention focusing on agitated patients. Questionnaires were used to explore the success of the intervention. RESULTS: Participants (N=12) reported increases in self-assessed knowledge. Pre/post comparison of ratings indicated increases in comfort and perceived competence both in evaluating and managing agitated patients after the intervention. Participants reported improvements in knowledge and skills and appreciated feedback. Some indicated the need for continued practice and suggested that their anxiety was still prominent. Overall, the intervention was well received and seen as useful. CONCLUSIONS: Simulation may be well suited to teaching residents to work with agitated patients. More research is needed to determine whether this kind of educational intervention leads to changes in patient care.
OBJECTIVE: This article examines the benefit and feasibility of introducing a new, simulation-based learning intervention for junior psychiatry residents. METHOD: Junior psychiatry residents were invited to participate in a new simulation-based learning intervention focusing on agitated patients. Questionnaires were used to explore the success of the intervention. RESULTS:Participants (N=12) reported increases in self-assessed knowledge. Pre/post comparison of ratings indicated increases in comfort and perceived competence both in evaluating and managing agitated patients after the intervention. Participants reported improvements in knowledge and skills and appreciated feedback. Some indicated the need for continued practice and suggested that their anxiety was still prominent. Overall, the intervention was well received and seen as useful. CONCLUSIONS: Simulation may be well suited to teaching residents to work with agitated patients. More research is needed to determine whether this kind of educational intervention leads to changes in patient care.