Fipps David C, Rainey Elisabet
Mayo Clinic, Department of Psychiatry and Psychology, Rochester, MN, USA.
University of South Carolina, Greenville, SC, USA.
J Med Educ Curric Dev. 2021 Nov 3;8:23821205211041799. doi: 10.1177/23821205211041799. eCollection 2021 Jan-Dec.
Our educational report discusses a unique card game that provides an engaging, and competitive strategy for teaching psychopharmacology in the medically ill. It engages the players and helps them learn how to justify medical decisions in the context of complicated medical comorbidity.
We describe a problem-based learning approach where learners are presented with randomized diagnoses and complications and are then forced to make prescription decisions for treatment from a limited and randomized supply of medication cards. Each round is facilitated by the teacher, who engages the teams and/or individual players in discussions regarding the rationale and justification of the medication decisions. These treatment plans are scored according to the appropriateness of the medication choice and the process is repeated.
The game is flexible regarding players' levels of education and has been played by medical students, psychiatry residents, and fellows throughout their years of training. Overall feedback has been positive from facilitators and trainees and the game has been a valuable source of engaging learners in the process of making complex medication decisions in the medically ill.
我们的教育报告讨论了一种独特的纸牌游戏，该游戏为在患有疾病的患者中教授精神药理学提供了一种引人入胜且具有竞争性的策略。它能吸引玩家参与，并帮助他们学习如何在复杂的医疗合并症背景下为医疗决策提供合理依据。
我们描述了一种基于问题的学习方法，向学习者呈现随机的诊断和并发症，然后迫使他们从有限且随机的药物卡片供应中做出治疗的处方决策。每一轮都由教师引导，教师让团队和/或个体玩家参与关于药物决策的基本原理和依据的讨论。这些治疗方案根据药物选择的适当性进行评分，并重复该过程。
该游戏对于玩家的教育水平具有灵活性，医学生、精神科住院医师和研究员在他们多年的培训过程中都玩过这个游戏。来自引导者和受训者的总体反馈是积极的，并且该游戏在让学习者参与为患有疾病的患者做出复杂药物决策的过程中是一个有价值的资源。
