Embracing different languages and local differences: Co-constructive patient simulation strengthens host countries' clinical training in psychiatry.

Autor:	Çamlı ŞE; Department of Child and Adolescent Psychiatry, Bursa Uludağ University Faculty of Medicine, Bursa 16059 Turkey., Yavuz BE; Department of Child and Adolescent Psychiatry, Bursa Uludağ University Faculty of Medicine, Bursa 16059 Turkey., Gök MF; Department of Child and Adolescent Psychiatry, Bursa Uludağ University Faculty of Medicine, Bursa 16059 Turkey., Yazgan I; Yale University School of Medicine, New Haven, CT 06510, United States., Yazgan Y; Güzel Günler Clinic, Beşiktaş/İstanbul 34335 Turkey.; Child Study Center, Yale School of Medicine, New Haven, CT 06520, United States., Brand-Gothelf A; The Feinberg Child Study Center, Schneider Children's Medical Center of Israel, Tel Aviv University, Petach Tikvah 4920235, Israel., Gothelf D; The Child Psychiatry Division, Edmond and Lily Safra Children's Hospital, Sheba Medical Center, Tel Hashomer, Ramat Gan 52561, Israel.; Faculty of Medicine and Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 6997801, Israel., Amsalem D; Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons, New York, NY 10032, United States., Martin A; Child Study Center, Yale School of Medicine, New Haven, CT 06520, United States. andres.martin@yale.edu.
Jazyk:	angličtina
Zdroj:	World journal of psychiatry [World J Psychiatry] 2024 Jan 19; Vol. 14 (1), pp. 111-118. Date of Electronic Publication: 2024 Jan 19 (Print Publication: 2024).
DOI:	10.5498/wjp.v14.i1.111
Abstrakt:	Background: Global education in psychiatry is heavily influenced by knowledge from Western, high-income countries, which obscures local voices and expertise. Aim: To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures. Methods: We conducted an observational study consisting of six human simulation sessions with standardized patients from two host countries, speaking their native languages, and following an adaptation of the co-constructive patient simulation (CCPS) model. As local faculty became increasingly familiar with the CCPS approach, they took on the role of facilitators-in their country's native language. Results: Fifty-three learners participated: 19 child and adolescent psychiatry trainees and 3 faculty members in Türkiye (as a group that met online during 3 consecutive months); and 24 trainees and 7 faculty in Israel (divided into 3 groups, in parallel in-person sessions during a single training day). Each of the six cases reflected local realities and clinical challenges, and was associated with specific learning goals identified by each case-writing trainee. Conclusion: Human simulation has not been fully incorporated into psychiatric education: The creation of immersive clinical experiences and the strengthening of reflective practice are two areas ripe for development. Our adaptations of CCPS can also strengthen local and regional networks and psychiatric communities of practice. Finally, the model can help question and press against hegemonies in psychiatric training that overshadow local expertise. Competing Interests: Conflict-of-interest statement: The authors have no conflicts of interest to declare. (©The Author(s) 2024. Published by Baishideng Publishing Group Inc. All rights reserved.)
Databáze:	MEDLINE
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