The Minnesota Arc: a New Model for Teaching the Psychiatric Interview to Medical Students Serving on Their Psychiatry Clerkship

Wichser, Lora; Homans, Jonathan; Leppink, Eric W.; Savage, W F; Nelson, Katharine J.

doi:10.1007/s40596-021-01440-z

Cited by 1 publication

(5 citation statements)

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“…Instructional strategies relevant for developing a complex task course based on the four-component instructional design (4C/ID) model [ 16 ] were charted according to the ten steps of the instructional model (Table 2 ). Only a few articles described the instructional rationale for their curriculum in detail [ 21 , 26 , 29 , 36 , 51 , 69 ]. The most elaborated curriculum was a 2-month, workplace-based psychiatric interview program based on previously published literature and expert opinion by Shea and Mezzich [ 2 ].…”

Section: Resultsmentioning

confidence: 99%

“… 6. Analyze mental models Personal theories of trainees regarding mental illness and their treatment that are created and continuously developed with increasing expertise - Provide scaffolding for personal illness scripts (to form mental models of prototypical interview flow for frequent clinical presentations) [ 29 , 66 ] - Systematic indirect/direct supervision [ 66 , 73 ] Component 3: Steps 7–9 (Procedural information) 7. Design procedural information Information on how to perform recurrent aspects of learning tasks, ideally provided as just-in-time information, gradually decreasing with students’ learning progress.…”

Section: Methodsmentioning

confidence: 99%

“…- Provide scaffolding for personal illness scripts (to form mental models of prototypical interview flow for frequent clinical presentations) [ 29 , 66 ]…”

Section: Methodsmentioning

confidence: 99%

“…In addition, six standard psychiatry and psychiatric interviewing textbooks or chapters focusing on the MSE, psychiatric interviewing, and instructional design were identified and screened [4][5][6][7][8][9]. [38][39][40][41][42][43][44] • Knowledge tests [17,23,25,[44][45][46] • Familiarization with documentation templates/checklists (print or electronic) [18,[47][48][49] • Facilitated small group sessions [27,46,[50][51][52] • Teaching resident rotation (preparation of materials) [26,50,53] • Readings (book chapters, articles) [21,51,52] • Written (homework) exercises [25,29] • Familiarization with mental and conceptual models of psychiatric interviewing [2, 29] • Watching selected movies depicting psychiatric disorders [54] • Self-regulated practice with peers [51]…”

Section: Included Articlesmentioning

confidence: 99%

“…Role-play exercises[2,24,25,27,29,32,43,46,51,52,[55][56][57][58][59][60][61][62][63]] • Directly/indirectly observed sequences with real patients in in-/outpatient settings with expert feedback in individual or group learning settings [18, 21, 28, 64-69] • Clinical rotations/attachments/clerkships [33, 34, 45, 48, 51, 52, 69, 70] • Practice with standardized interview guides or documentation templates [22, 47, 48, 71] • (Video-taped) interactions in person or virtually with real/simulated or manikin patients[23, 32-35, 46, 55, 69, 70, 72] …”

mentioning

confidence: 99%

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Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

et al. 2022

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Objective The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. Methods The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. Results A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. Conclusions Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…- Provide scaffolding for personal illness scripts (to form mental models of prototypical interview flow for frequent clinical presentations) [ 29 , 66 ]…”

Section: Methodsmentioning

confidence: 99%