Teaching the mental status examination: comparison of three methods.

The authors compared videotape and lecture methods of teaching the mental status examination to a second-year medical school class. The results of each teaching method were evaluated by a multiple-choice examination and a feedback questionnaire and were compared with the results from teaching the mental status examination using simulated patients in a previous year's class. There was no clear difference in examination results for students exposed to different instructional methods. On the feedback questionnaire, students appeared to prefer instruction in whatever form it was given. The authors discuss the significance of these findings.