Amel Afsaneh Karbasi, Jamshidian Sepideh, Haghani Fariba
Department of Psychiatry, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2024 Oct 28;13:411. doi: 10.4103/jehp.jehp_753_23. eCollection 2024.
The deficiencies in the training of psychiatric residents in Isfahan, including the segregation of residency programs by year, the confinement of training to hospital departments, and the residents' limited exposure to the perspectives of other faculty members, had not been given significant attention. However, the inevitable alterations in the Department of Psychiatry and the impact of the coronavirus disease 2019 pandemic have brought these issues to the forefront, highlighting the need for program modifications. The objective of this study is to enhance the quality of psychiatric residency training by changing the implementation of the curriculum.
This proactive action research was conducted in six steps. In the first step, the expectations of a new action were identified. In the second step, the new action - creating learning teams - was designed and implemented; thus, eight learning teams comprising experienced professors, novice professors, and residents from various academic levels were created, who collectively engaged in patient visits, psychotherapy, counseling, and educational sessions. Additionally, the portfolio was used in the training and evaluation of the residents. Steps 3 to 6 involved evaluation using a researcher-made questionnaire, analysis and interpretation of results, and reflection and making decisions for future actions.
Step 1 resulted in preparing a list of department expectations from new action. The second step yielded the design of a new action. The survey results showed that more than 60% of respondents agreed that the program had a positive impact on 12 out of 15 items in the questionnaire, particularly in enhancing teamwork skills, facilitating discussions about patients, and fostering residents' accountability. However, in items related to portfolio, this percentage ranged from 40% to 53%.
The implementation of learning teams as the main action in the current study has yielded positive outcomes; however, the portfolio intervention requires some adjustments. Hence, it is advisable to employ learning teams in comparable circumstances. The research team anticipates that these outcomes will enhance the quality of psychiatric residency training, positioning the country among the leading and influential nations in the region.
伊斯法罕精神病学住院医师培训存在不足，包括住院医师培训项目按年份划分、培训局限于医院科室以及住院医师接触其他教员观点的机会有限等问题，此前未得到足够重视。然而，精神病学系不可避免的变革以及2019年冠状病毒病疫情的影响使这些问题凸显出来，强调了对项目进行调整的必要性。本研究的目的是通过改变课程实施方式来提高精神病学住院医师培训质量。
本前瞻性行动研究分六个步骤进行。第一步，确定新行动的期望。第二步，设计并实施新行动——创建学习小组；由此创建了八个学习小组，成员包括经验丰富的教授、新手教授以及来自不同学术水平的住院医师，他们共同参与患者查房、心理治疗、咨询和教育课程。此外，档案袋被用于住院医师的培训和评估。第三步至第六步包括使用研究者编制的问卷进行评估、结果分析与解读以及反思并为未来行动做出决策。
第一步产生了一份部门对新行动的期望清单。第二步得出了新行动的设计方案。调查结果显示，超过60%的受访者认为该项目对问卷中15项中的12项有积极影响，尤其在提高团队协作技能、促进关于患者的讨论以及培养住院医师的责任感方面。然而，在与档案袋相关的项目中，这一比例在40%至53%之间。
在本研究中实施学习小组这一主要行动取得了积极成果；然而，档案袋干预需要一些调整。因此，在类似情况下采用学习小组是可取的。研究团队预计这些成果将提高精神病学住院医师培训质量，使该国在该地区处于领先和有影响力的国家之列。
