Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France.
Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France.
BMC Med Educ. 2021 Jun 16;21(1):348. doi: 10.1186/s12909-021-02708-6.
Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment.
This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses.
Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65-0.85]), and good test-retest reliability (ICC = 0.71 [0.35-0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation.
Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.
精神病学培训需要通过模拟获得特定的知识、态度和技能，而模拟的应用尚属近期，仍需进一步发展。关于其有效性的证据正在积累，但仍需要进一步验证其对医学生的效果。我们旨在评估通过模拟对医学生进行为期一天的精神病学可选教学计划的有效性，并验证一种衡量精神病临床技能信心（CPCQ）的量表，作为评估的一部分。
这是一项在法国大学进行的对照研究，比较了（使用配对样本学生 t 检验）模拟患者教学前后的知识和态度（大学成绩和 CPCQ 得分），以及 2 个月后的知识和态度。还调查了对该计划的满意度（包括汇报的质量）。通过评估因素结构、内部一致性和测试-重测信度，对 CPCQ 量表进行了验证。最后，通过协方差分析与接受常规精神病学教学的对照组进行了比较。
24 名医学生被纳入模拟组，76 名医学生被纳入对照组。模拟后，模拟组的知识和态度显著提高。对培训和汇报的满意度非常高。CPCQ 量表具有良好的心理测量特性：单因素结构、可接受的内部一致性（α=0.73[0.65-0.85]）和良好的测试-重测信度（ICC=0.71[0.35-0.88]）。模拟 2 个月后，尽管模拟前知识没有差异，但模拟组的知识和态度明显高于对照组。
在常规教学中增加精神病学模拟课程可以提高医学生的知识和信心。CPCQ 量表可用于评估教育计划。
