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Teaching Forensic Concepts to Residents Using Interactive Online Modules.

Tobias D Wasser1, Jason Hu2, Ayala Danzig2

  • 1Dr. Wasser is Assistant Professor of Psychiatry, Yale School of Medicine, New Haven, Connecticut, and Chief Medical Officer, Whiting Forensic Hospital, Middletown, Connecticut. Mr Hu is an Undergraduate Student, and Drs. Danzig and Guzman are Psychiatry Residents, Yale School of Medicine, New Haven, Connecticut. Dr. Yarnell-MacGrory is Assistant Professor of Psychiatry, Brown Alpert Medical School, Providence, Rhode Island. Dr. Michaelsen is Acting Assistant Professor, University of Washington School of Medicine, Seattle, Washington, and Attending Psychiatrist, VA Puget Sound Health Care System, Seattle, Washington. tobias.wasser@yale.edu.

The Journal of the American Academy of Psychiatry and the Law
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This summary is machine-generated.

Online forensic psychiatry modules significantly improved resident knowledge of confidentiality and duty to third parties. This training addresses educational gaps for psychiatrists treating justice-involved patients.

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Area of Science:

  • Forensic Psychiatry
  • Medical Education
  • Psychiatry Training

Background:

  • General psychiatry residents frequently encounter forensic issues and justice-involved patients.
  • Inadequate forensic training poses challenges due to limited resources in some residency programs.
  • Novel educational strategies are essential to bridge the forensic knowledge gap.

Purpose of the Study:

  • To develop and evaluate online learning modules on basic forensic psychiatry principles.
  • To assess the impact of these modules on general psychiatry residents' knowledge.
  • To address the need for accessible forensic education in residency programs.

Main Methods:

  • Designed two online modules based on adult learning theory and significant legal cases.
  • Disseminated modules nationally with integrated pre-tests and post-tests.
  • Analyzed resident responses to evaluate reach and knowledge improvement.

Main Results:

  • Modules successfully reached residents across the United States.
  • Residents, including advanced ones, demonstrated limited prior knowledge of key forensic topics.
  • Module completion correlated with a significant increase in resident knowledge.

Conclusions:

  • Online modules offer a viable solution for enhancing forensic psychiatry education in residency.
  • This intervention shows promise in addressing critical gaps in training for psychiatrists.
  • Further research is needed to determine the long-term impact on clinical practice.