G Lucy Wilkening1, Jessica M Gannon2, Clint Ross3, Jessica L Brennan4, Tanya J Fabian5, Michael J Marcsisin2, Neal J Benedict5. 1. University of the Incarnate Word, San Antonio, TX, USA. wilkenin@uiwtx.edu. 2. University of Pittsburgh School of Medicine, Pittsburgh, PA, USA. 3. Medical University of South Carolina, Charleston, SC, USA. 4. Marymount Hospital, Cleveland, OH, USA. 5. University of Pittsburgh School of Pharmacy, Pittsburgh, PA, USA.
Abstract
OBJECTIVE: This pilot study evaluated the utility of branched-narrative virtual patients in an interprofessional education series for psychiatry residents. METHODS: Third-year psychiatry residents attended four interprofessional education advanced psychopharmacology sessions that involved completion of a branched-narrative virtual patient and a debriefing session with a psychiatric pharmacist. Pre- and post-assessments analyzed resident learning and were administered around each virtual patient. Simulation 4 served as a comprehensive review. The primary outcome was differences in pre- and post-assessment scores. Secondary outcomes included resident satisfaction with the virtual patient format and psychiatric pharmacist involvement. RESULTS: Post-test scores for simulations 1, 2, and 3 demonstrated significant improvement (p < 0.05) from pre-test scores. Scores for simulation 4 did not retain significance. Resident satisfaction with the branched-narrative virtual patient format and psychiatric pharmacist involvement was high throughout the series (100 %; n = 18). CONCLUSIONS: Although there are important methodological limitations to this study including a small sample size and absence of a comparator group, this pilot study supports the use of branched-narrative virtual patients in an interprofessional education series for advanced learners.
OBJECTIVE: This pilot study evaluated the utility of branched-narrative virtual patients in an interprofessional education series for psychiatry residents. METHODS: Third-year psychiatry residents attended four interprofessional education advanced psychopharmacology sessions that involved completion of a branched-narrative virtual patient and a debriefing session with a psychiatric pharmacist. Pre- and post-assessments analyzed resident learning and were administered around each virtual patient. Simulation 4 served as a comprehensive review. The primary outcome was differences in pre- and post-assessment scores. Secondary outcomes included resident satisfaction with the virtual patient format and psychiatric pharmacist involvement. RESULTS: Post-test scores for simulations 1, 2, and 3 demonstrated significant improvement (p < 0.05) from pre-test scores. Scores for simulation 4 did not retain significance. Resident satisfaction with the branched-narrative virtual patient format and psychiatric pharmacist involvement was high throughout the series (100 %; n = 18). CONCLUSIONS: Although there are important methodological limitations to this study including a small sample size and absence of a comparator group, this pilot study supports the use of branched-narrative virtual patients in an interprofessional education series for advanced learners.
Entities:
Keywords:
Computer simulation; Graduate medical education; Interprofessional education; Psychiatry/education
Authors: Stefano Barlati; Massimiliano Buoli; Annabella Di Giorgio; Giorgio Di Lorenzo; Carla Gramaglia; Eleonora Gattoni; Andrea Aguglia; Alessio Maria Monteleone; Bernardo Dell'Osso Journal: Clin Pract Epidemiol Ment Health Date: 2019-02-20