Tennant Matthew, Meeks Maggie, Beaglehole Ben, Frampton Chris, Foley Jane, Ide Emily, Hill Dylan, Dean Carol
Te Whatu Ora, Christchurch, Canterbury, New Zealand.
University of Otago, Christchurch, Canterbury, New Zealand.
Acad Psychiatry. 2025 Sep 6. doi: 10.1007/s40596-025-02217-4.
Simulation-based learning replicates real clinical events to provide an interactive learning experience. This allows training doctors to develop skills to manage complex scenarios or emergencies in a safe and containing environment. Many house officers report a lack of confidence in managing emergencies on a psychiatric ward. This study evaluates whether simulation-based learning provided at the start of the psychiatric placement increases the confidence of house officers managing emergencies in a psychiatric setting.
Simulation-based learning was developed and implemented for house officers beginning their psychiatric rotation. Three scenarios were developed with psychiatric trainees. These were managing a non-fatal hanging, non-suicidal self-injury, and olanzapine pamoate post-injection syndrome. Training was evaluated with a mixed methods approach.
Twenty-three house officers participated in simulation-based learning. After completing the training, participants were significantly more confident managing olanzapine pamoate post-injection syndrome (p < 0.001), non-suicidal self-injury (p < 0.001), and a non-fatal hanging (p < 0.001). Participants reported that simulations were effective because the scenarios were realistic, and the simulation was an immersive experience. They valued the opportunity to practice with the equipment and the focus on both physical and psychological components in the scenarios. The experience was more impactful because simulations were done alongside peers in a safe and contained training environment.
Simulation-based learning was acceptable and increased the confidence of house officers managing emergencies in a psychiatric setting. Simulation-based learning can potentially improve the quality of care provided in psychiatric hospitals and the preparedness of new doctors entering these work environments.
基于模拟的学习可重现真实临床事件，以提供交互式学习体验。这使实习医生能够在安全且封闭的环境中培养应对复杂情况或紧急状况的技能。许多住院医生表示在管理精神科病房的紧急情况时缺乏信心。本研究评估在精神科实习开始时提供的基于模拟的学习是否能增强住院医生在精神科环境中处理紧急情况的信心。
为开始精神科轮转的住院医生开发并实施了基于模拟的学习。与精神科实习生共同设计了三个场景。分别是处理非致命性上吊、非自杀性自伤以及奥氮平棕榈酸酯注射后综合征。采用混合方法对培训进行评估。
23名住院医生参与了基于模拟的学习。完成培训后，参与者在处理奥氮平棕榈酸酯注射后综合征（p < 0.001）、非自杀性自伤（p < 0.001）和非致命性上吊（p < 0.001）方面的信心显著增强。参与者报告称模拟很有效，因为场景逼真，且模拟是一种沉浸式体验。他们重视有机会使用设备进行练习，以及场景中对身体和心理因素的关注。由于模拟是在安全且封闭的培训环境中与同行一起进行的，所以这种体验更具影响力。
基于模拟的学习是可接受的，并且增强了住院医生在精神科环境中处理紧急情况的信心。基于模拟的学习有可能提高精神病医院提供的护理质量以及新医生进入这些工作环境的准备程度。
