Eric Lenouvel1,2, Camelia Chivu1, Janet Mattson2, John Q Young3,4, Stefan Klöppel1, Severin Pinilla5,6. 1. University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland. 2. Karolinska Institute, Solna, Stockholm, Sweden. 3. Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA. 4. Zucker Hillside Hospital at Northwell Health, Glen Oaks, NY, USA. 5. University Hospital of Old Age Psychiatry and Psychotherapy, Bern, BE, Switzerland. severin.pinilla@upd.unibe.ch. 6. Institute for Medical Education, Bern, BE, Switzerland. severin.pinilla@upd.unibe.ch.
Abstract
OBJECTIVE: The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. METHODS: The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. RESULTS: A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. CONCLUSIONS: Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.
OBJECTIVE: The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. METHODS: The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. RESULTS: A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. CONCLUSIONS: Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.
Authors: Shawn Christopher Shea; Ron Green; Christine Barney; Stephen Cole; Graciana Lapetina; Bruce Baker Journal: Psychiatr Clin North Am Date: 2007-06
Authors: Robert C Smith; Heather Laird-Fick; Dale D'Mello; Francesca C Dwamena; Amy Romain; James Olson; Karen Kent; Karen Blackman; David Solomon; Mark Spoolstra; Auguste H Fortin; Jeffery Frey; Gary Ferenchick; Laura Freilich; Carmen Meerschaert; Richard Frankel Journal: Patient Educ Couns Date: 2013-09-18