Application of simulation methods of training in practical classes at the department of psychiatry
https://doi.org/10.46594/2687-0037_2023_4_1788
Abstract
In the modern world, it is impossible to imagine the field of education without innovative approaches. The application of acquired knowledge in the student’s practical activities develops their professional competence. This approach, namely the use of simulated games in the learning process at the Department of Psychiatry, makes it possible to better understand and master the subject, practice their skills and help them without causing harm to the patient. The purpose of the study was to find out and understand how third- and fourth-year medical students master the subject and develop communication skills using simulation games. To do this, students were given scenarios where they had to portray a doctor, a patient, and the patient’s relatives. After completing the simulated game, students were asked to write down feedback and opinions about the experience. The results were reflected by the judge’s assessment as well as analysis of data collected from the students.
About the Authors
М. L. Agranovskiy
Andijan State Medical InsƟ tute
Uzbekistan
Uzbekistan
Andijan
R. R. Ubaydullayeva
Andijan State Medical InsƟ tute,
Uzbekistan
Uzbekistan
Andijan
References
1. Bandura A. Toward a psychology of human agency. Perspect Psychol Sci. 2006;1(2):164–80. https://doi. org/10.1111/j.1745-6916.2006.00011.x
2. Street RL Jr, Makoul G, Arora NK, Epstein RM. How does communication heal? Pathways linking clinician–patient communication to health outcomes. Patient Educ Couns. 2009;74(3):295–301. https://doi. org/10.1016/j.pec.2008.11.015
3. Epstein RM, Street RL Jr. Patient-centered communication in cancer care: promoting healing and reducing suffering. 2007. https://doi.org/10.1037/ e481972008-001
4. Zachariae R, Pedersen CG, Jensen AB, Ehrnrooth E, Rossen PB, Maase von der H. Association of perceived physician communication style with patient satisfaction, distress, cancer-related selfefficacy, and perceived control over the disease. Br J Cancer. 2003;88(5):658–65. https://doi.org/10.1038/ sj.bjc.6600798
5. Stevenson FA, Barry CA, Britten N, Barber N, Bradley CP. Doctor– patient communication about drugs: the evidence for shared decision making. Soc Sci Med. 2000;50(6):829–40. https://doi.org/10. 1016/S0277- 9536(99)00376-7
6. Quail M, Brundage SB, Spitalnick J, Allen PJ, Beilby J. Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments. BMC Med Educ. 2016;16(1):73. https://doi.org/10.1186/ s12909-016-0577-5
7. Forrest K, McKimm J, Edgar S. Essential simulation in clinical education. Chichester: Willey-Blackwell; 2013. https://doi.org/10. 1002/9781118748039.
8. Austin EJ, Evans P, Magnus B, O’Hanlon K. A preliminary study of empathy, emotional intelligence and examination performance in MBChB students. Med Educ. 2007;41(7):684–9. https://doi. org/10. 1111/j.1365-2923.2007.02795.x
9. Hojat M, Vergare M, Maxwell K, Brainard G, Herrine S, Isenberg G, et al. The Devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009;84(9): 1182–91. 10. M. L. Agranovsky Private medical psychology and psychopathology 2007
Review
For citations:
Agranovskiy М.L., Ubaydullayeva R.R. Application of simulation methods of training in practical classes at the department of psychiatry. Virtual Technologies in Medicine. 2023;1(4):354-356. (In Russ.) https://doi.org/10.46594/2687-0037_2023_4_1788
Views:
134
Email this article 