A New Method of Teaching about Psychopathology and the Mental  Status Examination

Souza, José Carlos; Monteiro, Bruno Massayuki Makimoto; Souza, Vítor Cruz Rosa Pires de; Pettengill, Elaine Cristina; Pettengill, Carlos Alfredo; Souza, Neomar Herculano de

doi:10.4236/ce.2021.124059

Cited by 2 publications

(2 citation statements)

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“…Also, the use of puzzles allows students to develop cognitive, artistic, and intellectual skills that can be used to grasp the theoretical knowledge often used in traditional education. Puzzles help students learn individually or in groups by making use of their previous and current knowledge in the area (Souza et al, 2021). In a study that was conducted by Marcondes et al (2015), it was reported that the subjects that students had di culty in understanding became more understandable with puzzles (Marcondes et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…In a study that was conducted by Marcondes et al (2015), it was reported that the subjects that students had di culty in understanding became more understandable with puzzles (Marcondes et al, 2015). In the study conducted by Souza et al (2021) reported that students learned the content of psychopathology and mental state analysis quickly and easily with puzzles (Souza et al, 2021). Agarwal and Rao (2017) reported that students see the puzzle-solving method as a useful tool in learning the lesson and ensuring the permanence of the knowledge gained in the lesson (Agarwal and Rao, 2017).…”

Section: Discussionmentioning

confidence: 99%

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The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

Yalcinturk,

Babaoglu,

Sipahi

et al. 2023

Preprint

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The aim of the study is to examine the effect of using puzzle technique in teaching psychiatric semiology. The sample of the study consisted of 90 students studying in the 4th year of the Nursing Department of a foundation university in Turkey and taking a psychiatric nursing course. Students were randomly assigned to intervention (n=45) and control groups (n=45). “Information Form on Psychiatric Semiology” was applied to both groups in the pre-test. A total of 6 puzzle applications were made to the students in the intervention group. Concepts related to symptoms including mental state and psychopathology are included in the puzzle content. The control group only attended the theoretical course; did not participate in the puzzle application. At the end of 6 weeks, the same information form was applied to both groups again. After the theoretical lessons and puzzle applications, the mean score of the students in the intervention group (81.95±7.69) was found to be significantly higher than the students in the control group (77.53±7.41) (p<0.05). The difference between the posttest and pretest mean scores was 24.17±10.51 in the intervention group; It was determined that it was 12.26±9.10 in the control group and the difference between pretest and posttest mean scores was statistically significant (p<0.05). Since it is seen that the use of puzzle technique is effective in teaching psychiatric semiology, it is recommended to integrate this method into traditional education methods.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

Yalcinturk,

Babaoglu,

Sipahi

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

Yalcinturk,

Babaoglu,

Sipahi

et al. 2024

Perspectives in Psychiatric Care

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Background: Psychiatric symptoms assess and make sense of abnormal and pathological human behaviors and subjectivity and form the basis of psychiatry. Students are often confused during this process because psychiatric symptoms faced in a mental state examination are a complex procedure with their terminology. Because of the complexity and originality of psychiatric signs and symptoms, students have difficulty learning these concepts. The aim of the research is to examine the effect of the crossword puzzle technique on nursing students’ knowledge levels of psychiatric concepts.Methods: The study was conducted in the Nursing Department of the Faculty of Health Sciences, Nursing 4th grade department of a foundation university in Turkey. A total of 90 students who took psychiatric nursing courses participated in the study. Students were randomly assigned to intervention (n = 45) and control groups (n = 45). A total of 6 crossword puzzles were applied to the students in the intervention group. “Information Form for Psychiatric Concepts” was applied to both groups in the pretest and posttest.Results: After the theoretical lessons and puzzle applications, the mean score of the students in the intervention group (81.95 ± 7.69) was found to be significantly higher than the students in the control group (77.53 ± 7.41) (p < 0.05).Conclusions: It was found that the use of the puzzle method was effective in increasing the knowledge level of nursing students about the psychiatric concepts.Trial Registration: ClinicalTrials.gov identifier: NCT05689489.

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A New Method of Teaching about Psychopathology and the Mental Status Examination

Cited by 2 publications

References 28 publications

The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

The Use of Puzzle Technique as an Active Learning Method in Psychiatric Semiology Teaching: A Randomized Controlled Study

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