Teaching emergency situations during a psychiatry residency programme using a blended learning approach: a pilot...

Area of Science:

• Medical Education
• Psychiatry
• Experiential Learning Theory

Background:

• Emergency psychiatry training is crucial for resident development.
• Effective training requires knowledge, skills, and attitudes gained through experience.
• Kolb's experiential learning theory provides a framework for effective learning.

Purpose of the Study:

• To evaluate a novel resident training program in emergency psychiatry.
• The program was designed based on Kolb's experiential learning theory.
• To assess the program's impact on knowledge acquisition and resident satisfaction.

Main Methods:

• A four-step training program incorporating theoretical teaching, simulation, reflective observation, and active experimentation.
• Training included scenarios for suicidal crisis, hypomania, and depressive episodes.
• Knowledge acquisition was assessed via MCQ, short-answer questions, and a script concordance test; satisfaction was measured through a questionnaire.

Main Results:

• Residents achieved mean scores of 7.25/10 (MCQ), 8.33/10 (short-answer), and 77.5/100 (SCT).
• 67% of residents reported the teaching as consistent and adequate for clinical practice.
• The blended learning approach integrated theory, simulation, and video feedback.

Conclusions:

• A blended learning program combining theory, simulation, and video support was developed for emergency psychiatry residents.
• Residents perceived the training as adequate preparation for on-call duties.
• Further studies are needed to confirm the program's overall efficiency.