A Verbal De-escalation Standardized Patient Workshop for Third- and Fourth-Year Medical Students.
| Autor: | Shenai N; Associate Professor of Psychiatry, University of Wisconsin School of Medicine and Public Health., Fulmer V; Director of Standardized Patient Program, University of Pittsburgh School of Medicine., Gowl C; Standardized Patient Program Manager, University of Pittsburgh School of Medicine., See J; Assistant Professor of Medicine, University of Pittsburgh School of Medicine., Peterson R; Assistant Professor of Psychiatry, University of Pittsburgh School of Medicine., Van Deusen R; Associate Professor of Medicine, University of Pittsburgh School of Medicine. |
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| Jazyk: | angličtina |
| Zdroj: | MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2024 Jul 19; Vol. 20, pp. 11417. Date of Electronic Publication: 2024 Jul 19 (Print Publication: 2024). |
| DOI: | 10.15766/mep_2374-8265.11417 |
| Abstrakt: | Introduction: Verbal de-escalation is an essential skill for physicians across specialties and is the first-line intervention for patients who present with agitation. Training in verbal de-escalation for medical students is less robust compared to other health care disciplines. We describe the creation and evaluation of a novel verbal de-escalation curriculum for third- and fourth-year medical students on their psychiatry clerkship rotation. Method: We developed a simulation using standardized patient (SP) methodology and a dedicated reflection session, implementing it in the third-year psychiatry clerkship. Participants in the scenario received targeted feedback from their peers and SPs. The sessions were video recorded, and a random sample was selected and reviewed to identify key observations and themes from student performance. Results: A total of 139 students participated in the encounter. One hundred twenty-two of 125 students (82%) stated the activity met the learning objectives, with 108 (86%) assigning the letter grade A to the activity. Written feedback indicated that the majority of students believed the activity to be realistic, instructive, and helpful but felt the SPs de-escalated too quickly. Video review of the encounters found that while the students effectively used the skills, many jumped to a quick fix, and some offered inappropriate choices to end the encounter. Discussion: This SP activity was effective in allowing students to practice skills in a safe setting and was valued by students. In the future, adding another workshop in the fourth year could facilitate higher retention and practice of skills. (© 2024 Shenai et al.) |
| Databáze: | MEDLINE |
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