Marie-Aude Piot1,2,3,4, Agnès Dechartres5, Chris Attoe6, Fabrice Jollant2,7,8,9, Cédric Lemogne2,10,11, Carine Layat Burn12,13, Jan-Joost Rethans14, Daphne Michelet4,15, Sean Cross6, Gregoire Billon6, Gilles Guerrier2,4,16, Antoine Tesniere2,4, Bruno Falissard1,17. 1. Epidemiological and Public Health Research Centre, Villejuif, France. 2. University of Paris, Faculty of Health, Medicine School, Paris, France. 3. Department of Psychiatry, Institute Mutualiste Montsouris, Paris, France. 4. Health Care Simulation Center iLumens, University of Paris, France. 5. Sorbonne Université, Institut National de la Santé et de la Recherche Médicale (INSERM), Institut Pierre Louis d'Epidémiologie et de Santé Publique, AP-HP.Sorbonne Université, Hôpital Pitié Salpêtrière, Département de Santé Publique, Paris, France. 6. Maudsley Simulation, South London and Maudsley NHS Foundation Trust, London, UK. 7. Department of Psychiatry, GHU Paris Psychiatry and Neurosciences, Sainte-Anne Hospital Center, Paris, France. 8. Department of Psychiatry, Nîmes Academic Hospital (CHU), Nîmes, France. 9. Department of Psychiatry, McGill University, Montréal, Québec, Canada. 10. University of Paris, INSERM, Institute of Psychiatry and Neurosciences of Paris (IPNP), Paris, France. 11. AP-HP.Centre-University of Paris, European Georges-Pompidou Hospital, Department of Psychiatry, Paris, France. 12. Department of Orthopaedic Surgery, La Providence Hospital, Neuchâtel, Switzerland. 13. Department of Psychotherapy, Berger Psychotherapeutic Centre, Neuchâtel, Switzerland. 14. Institute for Education and Skills Lab, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands. 15. Department of Pediatric Anesthesia, CHU of Reims Hôpital Maison Blanche, Reims, France. 16. Department of Anaesthesiology, Cochin Hospital, AP-HP, Paris, France. 17. Department of Public health, School of Medecine, University Paris Saclay, Villejuif, France.
Abstract
CONTEXT: Most medical doctors are likely to work with patients experiencing mental health conditions. However, educational opportunities for medical doctors to achieve professional development in the field of psychiatry are often limited. Simulation training in psychiatry may be a useful tool to foster this development. OBJECTIVES: The purpose of this study was to assess the effectiveness of simulation training in psychiatry for medical students, postgraduate trainees and medical doctors. METHODS: For this systematic review and meta-analysis, we searched eight electronic databases and trial registries up to 31 August 2018. We manually searched key journals and the reference lists of selected studies. We included randomised and non-randomised controlled studies and single group pre- and post-test studies. Our main outcomes were based on Kirkpatrick levels. We included data only from randomised controlled trials (RCTs) using random-effects models. RESULTS: From 46 571 studies identified, we selected 163 studies and combined 27 RCTs. Interventions included simulation by role-play (n = 69), simulated patients (n = 72), virtual reality (n = 22), manikin (n = 5) and voice simulation (n = 2). Meta-analysis found significant differences at immediate post-tests for simulation compared with active and inactive control groups for attitudes (standardised mean difference [SMD] = 0.52, 95% confidence interval [CI] 0.31-0.73 [I2 = 0.0%] and SMD = 0.28, 95% CI 0.04-0.53 [I2 = 52.0%], respectively), skills (SMD = 1.37, 95% CI 0.56-2.18 [I2 = 93.0%] and SMD = 1.49, 95% CI 0.39-2.58 [I2 = 93.0%], respectively), knowledge (SMD = 1.22, 95% CI 0.57-1.88 [I2 = 0.0%] and SMD = 0.72, 95% CI 0.14-1.30 [I2 = 80.0%], respectively), and behaviours (SMD = 1.07, 95% CI 0.49-1.65 [I2 = 68.0%] and SMD = 0.45, 95% CI 0.11-0.79 [I2 = 41.0%], respectively). Significant differences in terms of patient benefit and doctors' behaviours and skills were found at the 3-month follow-up. CONCLUSIONS: Despite heterogeneity in methods and simulation interventions, our findings demonstrate the effectiveness of simulation training in psychiatry training.
CONTEXT: Most medical doctors are likely to work with patients experiencing mental health conditions. However, educational opportunities for medical doctors to achieve professional development in the field of psychiatry are often limited. Simulation training in psychiatry may be a useful tool to foster this development. OBJECTIVES: The purpose of this study was to assess the effectiveness of simulation training in psychiatry for medical students, postgraduate trainees and medical doctors. METHODS: For this systematic review and meta-analysis, we searched eight electronic databases and trial registries up to 31 August 2018. We manually searched key journals and the reference lists of selected studies. We included randomised and non-randomised controlled studies and single group pre- and post-test studies. Our main outcomes were based on Kirkpatrick levels. We included data only from randomised controlled trials (RCTs) using random-effects models. RESULTS: From 46 571 studies identified, we selected 163 studies and combined 27 RCTs. Interventions included simulation by role-play (n = 69), simulated patients (n = 72), virtual reality (n = 22), manikin (n = 5) and voice simulation (n = 2). Meta-analysis found significant differences at immediate post-tests for simulation compared with active and inactive control groups for attitudes (standardised mean difference [SMD] = 0.52, 95% confidence interval [CI] 0.31-0.73 [I2 = 0.0%] and SMD = 0.28, 95% CI 0.04-0.53 [I2 = 52.0%], respectively), skills (SMD = 1.37, 95% CI 0.56-2.18 [I2 = 93.0%] and SMD = 1.49, 95% CI 0.39-2.58 [I2 = 93.0%], respectively), knowledge (SMD = 1.22, 95% CI 0.57-1.88 [I2 = 0.0%] and SMD = 0.72, 95% CI 0.14-1.30 [I2 = 80.0%], respectively), and behaviours (SMD = 1.07, 95% CI 0.49-1.65 [I2 = 68.0%] and SMD = 0.45, 95% CI 0.11-0.79 [I2 = 41.0%], respectively). Significant differences in terms of patient benefit and doctors' behaviours and skills were found at the 3-month follow-up. CONCLUSIONS: Despite heterogeneity in methods and simulation interventions, our findings demonstrate the effectiveness of simulation training in psychiatry training.
Authors: Marie Costa; Nicolas Meunier-Beillard; Elise Guillermet; Lucie Cros; Vincent Demassiet; Wendy Hude; Anna Baleige; Jean-François Besnard; Jean-Luc Roelandt; Frédéric Denis Journal: Int J Environ Res Public Health Date: 2022-06-03 Impact factor: 4.614
Authors: Eimear Elizabeth McMahon; Kezanne Tong; Bronwyn Reid McDermott; Dara Byrne; Anne M Doherty Journal: BMJ Simul Technol Enhanc Learn Date: 2021-03-19