Embracing different languages and local differences:Coconstructive patient simulation strengthens host countries’clinical training in psychiatry  

作　　者：Şafak ErayÇamlı Büşra Ece Yavuz Meliha Feyza Gök Idil Yazgan Yanki Yazgan Ayelet Brand-Gothelf Doron Gothelf Doron Amsalem Andrés Martin 

机构地区：[1]Department of Child and Adolescent Psychiatry,Bursa UludağUniversity Faculty of Medicine,Bursa 16059 Turkey [2]Yale University School of Medicine,New Haven,CT 06510,United States [3]Güzel Günler Clinic,Beşiktaş/İstanbul 34335 Turkey [4]Child Study Center,Yale School of Medicine,New Haven,CT 06520,United States [5]The Feinberg Child Study Center,Schneider Children's Medical Center of Israel,Tel Aviv University,Petach Tikvah 4920235,Israel [6]The Child Psychiatry Division,Edmond and Lily Safra Children’s Hospital,Sheba Medical Center,Tel Hashomer,Ramat Gan 52561,Israel [7]Faculty of Medicine and Sagol School of Neuroscience,Tel Aviv University,Tel Aviv 6997801,Israel [8]Department of Psychiatry,Columbia University Vagelos College of Physicians and Surgeons,New York,NY 10032,United States

出　　处：《World Journal of Psychiatry》2024年第1期111-118,共8页世界精神病学杂志

摘　　要：BACKGROUND Global education in psychiatry is heavily influenced by knowledge from Western,high-income countries,which obscures local voices and expertise.AIM To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures.METHODS We conducted an observational study consisting of six human simulation sessions with standardized patients from two host countries,speaking their native languages,and following an adaptation of the co-constructive patient simulation(CCPS)model.As local faculty became increasingly familiar with the CCPS approach,they took on the role of facilitators—in their country’s native language.RESULTS Fifty-three learners participated:19 child and adolescent psychiatry trainees and 3 faculty members in Türkiye(as a group that met online during 3 consecutive months);and 24 trainees and 7 faculty in Israel(divided into 3 groups,in parallel in-person sessions during a single training day).Each of the six cases reflected local realities and clinical challenges,and was associated with specific learning goals identified by each case-writing trainee.CONCLUSION Human simulation has not been fully incorporated into psychiatric education:The creation of immersive clinical experiences and the strengthening of reflective practice are two areas ripe for development.Our adaptations of CCPS can also strengthen local and regional networks and psychiatric communities of practice.Finally,the model can help question and press against hegemonies in psychiatric training that overshadow local expertise.

关 键 词：Human simulation Standardized patients Medical education Psychiatric education Capacity building Local languages 

分 类 号：R749[医药卫生—神经病学与精神病学]