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Simulation in Undergraduate Psychiatry: Exploring the Depth of Learner Engagement

  • In Depth Article: Systematic and Other Reviews
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Abstract

Objectives

Simulation-based methodologies are increasingly used in undergraduate medical education to expand students’ exposure to complex clinical scenarios. Engagement of students in these simulation-based methodologies is a key determinant of their success in learning. Thus, the authors conducted a systematic review to (1) identify simulation methods in use within the undergraduate psychiatry curriculum and (2) assess learner engagement using these methods.

Methods

Following a PRISMA methodology, the authors searched MEDLINE, ERIC, and PsychINFO databases from 1977 to 2015. Studies applying simulation in undergraduate psychiatric education were reviewed. The depth of learner engagement was assessed using Kolb’s four-stage learning cycle.

Results

Of 371 publications identified, 63 met all the inclusion criteria: 48 used standardized patients and 16 used online or virtual learning case modules. Only one study used high fidelity mannequins. Three studies satisfied multiple stages in Kolb’s Learning Cycle, including a single study that addressed all four domains.

Conclusions

Despite the varied uses of simulation across other health disciplines, there were few novel or innovative uses of simulation in undergraduate psychiatric education since the last review in 2008. Expanding on the use of simulation to improve communication, build empathy, and decrease stigma in psychiatry is essential given the relevance to all facets of medical practice. Given the complexity of psychiatry, simulation interventions should extend beyond communication scenarios. Medical students need more opportunities to reflect and debrief on simulation experiences and integrate learning into new contexts. Faculty development should focus on these novel approaches to simulation to deeply engage learners and enhance outcomes.

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Acknowledgments

Dr. Nancy Mc Naughton, Martha Ayim.

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Authors and Affiliations

  1. Centre for Addiction and Mental Health, Toronto, Canada

    Petal S Abdool, Latika Nirula, Sarah Bonato, Tarek K. Rajji & Ivan L Silver

  2. University of Toronto, Toronto, Canada

    Petal S Abdool, Latika Nirula, Tarek K. Rajji & Ivan L Silver

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  1. Petal S Abdool
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  2. Latika Nirula
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Correspondence to Petal S Abdool.

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Dr. Abdool receives no research support and has no conflict of interest. Dr. Nirula, Ms. Bonato and Dr. Silver have no conflict of interest. Dr. Rajji receives research support from Brain Canada, Brain and Behavior Research Foundation, Canadian Foundation for Innovation, Canadian Institutes of Health Research (CIHR), Ontario Ministry of Health and Long-Term Care, Ontario Ministry of Research and Innovation, the US National Institute of Health (NIH), and the W. Garfield Weston Foundation. Dr. Rajji reports no competing interests.

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Abdool, P.S., Nirula, L., Bonato, S. et al. Simulation in Undergraduate Psychiatry: Exploring the Depth of Learner Engagement. Acad Psychiatry 41, 251–261 (2017). https://doi.org/10.1007/s40596-016-0633-9

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