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Advances in Physiology Education Jun 2019
Topics: Education, Medical, Undergraduate; Humans; Learning; Life Style; Role Playing; Students, Medical; Teaching
PubMed: 30998102
DOI: 10.1152/advan.00195.2018 -
Hereditary Cancer in Clinical Practice 2019In families with high risk of hereditary breast/ovarian cancer (HBOC), women before age 30 do not yet undergo clinical screening, but they are exposed to contradictory...
BACKGROUND
In families with high risk of hereditary breast/ovarian cancer (HBOC), women before age 30 do not yet undergo clinical screening, but they are exposed to contradictory information from diverse sources. They may be presented with surgical prevention options at a key moment of their identity construction, the start of a marital relationship and/or at the onset of procreation projects. We tested an original psychoeducational intervention to help these women better cope with these difficult issues.
METHODS
Seven young female counselees (26.4 ± 2.9 years [23-30]) from the Oncogenetics Department at Jean Perrin Comprehensive Cancer Center were enrolled. A weekend group workshop composed of short conferences, group sharing and role playing activities was supervised by a psychotherapist. A longitudinal analysis of questionnaires over one year of follow-up was performed. The Herth Hope Inventory was evaluated, as well as self-esteem, anxiety, perceived control, coping, and quality of life. Participants' comments were collected by a genetic counselor throughout the workshop.
RESULTS
All participants were BRCA mutation carriers and six had lived with a close relative affected by breast/ovarian cancer. Hope, self-esteem and quality of life increased during the year after the workshop ( = 0.0003). Coping by focus on the problem increased in the first 6 months ( = 0.011) and returned to baseline values at one year, while coping by focus on emotions decreased steadily ( = 0.021). Debriefing from the workshop highlighted the new medical opportunities proposed and the challenges these young women face, such as whether to have prophylactic surgery, and if so before or after having children, and how surgery might affect their relationship with their partner.
CONCLUSION
A tailored two-day psychoeducational workshop may be sufficient to improve the way young women with BRCA mutations deal with the implications of HBOC risk.
TRIAL REGISTRATION
BRACAVENIR was registered in ClinicalTrials.gov with no NCT02705924.
PubMed: 30858899
DOI: 10.1186/s13053-019-0107-7 -
Diagnosis (Berlin, Germany) Jun 2019Background Clinical reasoning (CR) is a core competency in medical education. Few studies have examined efforts to train faculty to teach CR and lead CR curricula in...
Background Clinical reasoning (CR) is a core competency in medical education. Few studies have examined efforts to train faculty to teach CR and lead CR curricula in medical schools and residencies. In this report, we describe the development and preliminary evaluation of a faculty development workshop to teach CR grounded in CR theory. Methods Twenty-six medicine faculty (nine hospitalists and 17 subspecialists) participated in a workshop that introduced a framework to teach CR using an interactive, case-based didactic followed by role-play exercises. Faculty participated in pre- and post-Group Observed Structured Teaching Exercises (GOSTE), completed retrospective pre-post assessments (RPPs), and made commitment to change statements (CTCs). Results In the post-GOSTE, participants significantly improved in their use of problem representation and illness scripts to teach CR. RPPs revealed that faculty were more confident in their ability and more likely to teach CR using educational strategies grounded in CR educational theory. At 2-month follow-up, 81% of participants reported partially implementing these teaching techniques. Conclusions After participating in this 3-h workshop, faculty demonstrated increased ability to use these teaching techniques and expressed greater confidence and an increased likelihood to teach CR. The majority of faculty reported implementing these newly learned educational strategies into practice.
Topics: Clinical Decision-Making; Education, Medical; Faculty, Medical; Humans; Medicine; Quality Improvement; Retrospective Studies; Role Playing; Staff Development
PubMed: 30849044
DOI: 10.1515/dx-2018-0059 -
MedEdPORTAL : the Journal of Teaching... Jun 2018Precepting is when a medical educator listens to a learner's presentation and must teach and assess the learner while rendering safe patient care. A popular framework...
INTRODUCTION
Precepting is when a medical educator listens to a learner's presentation and must teach and assess the learner while rendering safe patient care. A popular framework for this type of educational encounter is the one-minute preceptor model, which can work for learners at all skill levels. This workshop was created to develop skills of all teaching faculty, regardless of medical specialty, in precepting.
METHODS
The workshop is based on Kolb's experiential learning theory. A PowerPoint presentation delivers the core abstract concepts. The PowerPoint allows for discussion of participants' prior precepting experiences, including both challenges and successes. The workshop ends with role-plays for participants to practice their skills and a facilitated debrief to aid individual reflection. Twelve role-plays were created for use in the workshop; these were then reviewed by someone in the matching specialty to enhance authenticity. Participants completed a survey after the workshop to evaluate the session.
RESULTS
This presentation was delivered 26 times to 392 participants at 16 different teaching hospitals. Twenty-one different medical specialties and subspecialties were represented. Ninety-seven percent of participants stated they would use the information presented in the workshop often or daily. There were conflicting comments about the role-plays. The negative comments centered around (a) personal difficulty participating in the role-plays and (b) the role-plays not being related to the learning.
DISCUSSION
Discussion and role-play can be an effective way to instruct educators in use of the one-minute preceptor as a framework for teaching.
Topics: Education; Faculty, Medical; Humans; Military Medicine; Preceptorship; Problem-Based Learning; Program Evaluation; Role Playing; Staff Development; Surveys and Questionnaires
PubMed: 30800918
DOI: 10.15766/mep_2374-8265.10718 -
MedEdPORTAL : the Journal of Teaching... May 2018Preparing residents for supervision of medical students in the clinical setting is important to provide high-quality education for the next generation of physicians and...
INTRODUCTION
Preparing residents for supervision of medical students in the clinical setting is important to provide high-quality education for the next generation of physicians and is mandated by the Liaison Committee on Medical Education as well as the Accreditation Council for Graduate Medical Education. This requirement is met in variable ways depending on the specialty, school, and setting where teaching takes place. This educational intervention was designed to allow residents to practice techniques useful while supervising medical students in simulated encounters in the emergency department and increase their comfort level with providing feedback to students.
METHODS
The four role-playing scenarios described here were developed for second-year residents in emergency medicine at the Indiana University School of Medicine. Residents participated in the scenarios prior to serving as a supervisor for fourth-year medical students rotating on the emergency medicine clerkship. For each scenario, a faculty member observed the simulated interaction between the resident and the simulated student. The residents were surveyed before and after participating in the scenarios to determine the effectiveness of the instruction.
RESULTS
Residents reported that they were more comfortable supervising students, evaluating their performance, and giving feedback after participating in the scenarios.
DISCUSSION
Participation in these clinical teaching scenarios was effective at making residents more comfortable with their role as supervisors of fourth-year students taking an emergency medicine clerkship. These scenarios may be useful as part of a resident-as-teacher curriculum for emergency medicine residents.
Topics: Curriculum; Education, Medical; Emergency Medicine; Faculty, Medical; Feedback; Humans; Indiana; Internship and Residency; Role Playing; Teaching
PubMed: 30800917
DOI: 10.15766/mep_2374-8265.10717 -
PloS One 2019Psychodrama is an experiential psychotherapy in which guided role-play is used to gain insights and work on personal and interpersonal problems and possible solutions....
BACKGROUND
Psychodrama is an experiential psychotherapy in which guided role-play is used to gain insights and work on personal and interpersonal problems and possible solutions. Despite the wealth of literature describing clinical work, psychodrama intervention research is relatively scarce compared to other psychotherapies and psychological interventions.
OBJECTIVE
For this reason we implemented the integrative approach to systematic review that authorizes the combination of publications with diverse methodologies and all types of participants, interventions, comparisons, and outcomes. Our aim was to produce a comprehensive summary of psychodrama intervention research in the last decade that critically evaluates methodological issues to inform future studies.
METHODS
We searched four major electronic databases (PsycINFO, PubMEd, Scopus by Elsevier, and Web of Science) for peer-reviewed articles on psychodrama interventions published in English between 1 January 2007 and 31 December 2017. The quality of qualitative and mixed methods studies was assessed on the basis of pre-established guidelines, and the risk of bias was assessed for all quantitative randomized control studies, consistent with the PRISMA protocol.
FINDINGS
The database search and a hand search resulted in 31 psychodrama intervention publications. Overall, these studies examined the effects of psychodrama on more than 20 different outcomes and most studies had adult clients. The next largest group was adolescents, whereas only two studies involved children. Thus psychodrama intervention research in the last decade suggests there are promising results in all methodologies, and highlights the need to enhance methodological as well as reporting quality and to theorize and examine modality-specific mechanisms that lead to therapeutic change. Recommendations to improve methodology, transparency, and specificity in reporting future psychodrama and other psychotherapy research are discussed.
Topics: Bias; Crisis Intervention; Humans; Psychodrama; Qualitative Research; Treatment Outcome
PubMed: 30779787
DOI: 10.1371/journal.pone.0212575 -
Journal of Educational Evaluation For... 2019Optimal methods for communication skills training (CST) is an active area for research but the effect on communication performance in objective structured clinical... (Comparative Study)
Comparative Study
Comparison of effect between simulated patient clinical skill training and student role play on objective structured clinical examination performance outcomes for medical students in Australia.
PURPOSE
Optimal methods for communication skills training (CST) is an active area for research but the effect on communication performance in objective structured clinical examinations (OSCE) has not been so closely studied. Student role play (RP) for CST is common whilst volunteer simulated patient (SP) CST is cost-effective and provides authentic interactions. We assessed whether our volunteer SP CST improved OSCE performance compared to our previous RP strategy.
METHODS
We performed a retrospective, quasi-experimental study of two second year medical student cohorts' OSCE data in Australia. The 2014 cohort received RP-only CST (N=182) while the 2016 cohort received SP-only CST (N=148). T-test and ANOVA were used to compare the total scores for three assessment domains: generic communication, clinical communication and physical examination/procedural skills.
RESULTS
Baseline characteristics for groups (scores for Australian Tertiary Admission Rank (ATAR), Undergraduate Medicine and Health Sciences Admission Test (UMAT) and medicine program interview) showed no significantt difference between groups. For each domain, the SP-only CST group demonstrated superior outcomes in the OSCE and the difference between cohorts was significant (P < 0.01). Volunteer SP CST was superior to student RP CST when considering OSCE performance outcome., which was found across generic and clinical communication skills, and physical examination/procedural skills.
CONCLUSION
Better performance of the SP cohort in physical examination/procedural skills might be explained by the requirement for patient compliance and cooperation, facilitated by good generic communication skills. We recommend a volunteer SP Program as an effective and efficient way to improve CST for junior medical students.
Topics: Adult; Australia; Clinical Competence; Communication; Education, Medical, Undergraduate; Educational Measurement; Female; Humans; Male; Patient Simulation; Physical Examination; Retrospective Studies; Role Playing; Students, Medical
PubMed: 30665274
DOI: 10.3352/jeehp.2019.16.3 -
Journal of Mental Health (Abingdon,... Oct 2020Mental health professionals (MHPs) often lack skills necessary to effectively manage suicide risk. Training designed to combat this deficiency tend to rely on passive...
Mental health professionals (MHPs) often lack skills necessary to effectively manage suicide risk. Training designed to combat this deficiency tend to rely on passive techniques, despite research suggesting active methods may better facilitate skill development. This study examines the effect of a role-play training on MHPs' attitudes, subjective norms and perceived behavioral control surrounding suicide risk assessment behaviors. Two hundred and three MHPs participated in a 4.5 hour role-play training after participation in an online suicide risk assessment training. The training utilized active learning and behavioral modification strategies. MHPs completed questionnaires assessing attitudes, subjective norms, perceived behavioral control and training variables. MHPs endorsed positive attitudes, social norms and perceived behavioral control in suicide risk assessment and management skills, especially in assessing/determining the severity of risk, establishing rapport, documenting risk assessment information and developing a treatment plan. Results also revealed support for the feasibility of disseminating role-play training utilizing active learning methods. Factors found to be associated with participation in the role-play training are discussed. Findings may inform future development and improvement of suicide risk assessment training and practices that target risk and protective factors to effectively reduce suicide-related behavior.
Topics: Attitude of Health Personnel; Behavior Control; Clinical Competence; Female; Health Personnel; Humans; Male; Mental Health Services; Risk Assessment; Role Playing; Social Norms; Suicide Prevention
PubMed: 30633596
DOI: 10.1080/09638237.2018.1521936 -
Nihon Ronen Igakkai Zasshi. Japanese... 2018
Topics: Aged; Dementia; Humans; Psychodrama
PubMed: 30542037
DOI: 10.3143/geriatrics.55.686 -
Journal of Educational Evaluation For... 2018The purpose of this research was to investigate the effect of a role-playing training program for empathetic communication with patients on empathy scores of operating...
PURPOSE
The purpose of this research was to investigate the effect of a role-playing training program for empathetic communication with patients on empathy scores of operating room nursing students.
METHODS
This clinical trial was carried out on 77 operating room nursing students from the first to the fourth years studied in the School of Nursing and Midwifery at Isfahan University of Medical Sciences in the academic year 2017-2018. The intervention administered on the experimental group included a 12-hour training program with the theme of expressing empathy to patients using a role-playing technique. The Jefferson Scale of Empathy-Health Profession Students' Version was completed before, immediately after, and one month after the intervention by the samples. Comparison analysis was done among three stages.
RESULTS
Comparing the total mean empathy scores before intervention in the control group and the experimental one did not reveal a significant difference (P=0.50); however, the total mean empathy scores in the experimental group, immediately after and one month after the intervention, was higher than that in the control group (P<0.001).
CONCLUSION
Empathy training through a role-playing technique was effective on improving the empathy scores of operating room nursing students and it also highlighted the fact that empathy could be promoted by education. Making changes in educational curriculum of operating room nursing students was indispensable in order to make them familiar with the concept of empathy in operating room.
Topics: Communication; Curriculum; Education, Nursing; Empathy; Female; Humans; Male; Midwifery; Operating Room Nursing; Patient Simulation; Perioperative Nursing; Role Playing; Students, Nursing
PubMed: 30541224
DOI: 10.3352/jeehp.2018.15.29