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

Lenouvel, Eric; Chivu, Camelia; Mattson, Janet; Young, John Q.; Klöppel, Stefan; Pinilla, Severin (2022). Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review (In Press). Academic psychiatry Springer 10.1007/s40596-022-01617-0

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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.

Item Type:

Journal Article (Review Article)

Division/Institute:

04 Faculty of Medicine > University Psychiatric Services > University Hospital of Geriatric Psychiatry and Psychotherapy
04 Faculty of Medicine > Medical Education > Institute for Medical Education
04 Faculty of Medicine > Medical Education > Institute for Medical Education > Assessment and Evaluation Unit (AAE)

UniBE Contributor:

Lenouvel, Eric William; Klöppel, Stefan and Pinilla, Severin

Subjects:

600 Technology > 610 Medicine & health

ISSN:

1042-9670

Publisher:

Springer

Language:

English

Submitter:

Katharina Klink

Date Deposited:

23 Jun 2022 08:57

Last Modified:

24 Jun 2022 00:16

Publisher DOI:

10.1007/s40596-022-01617-0

PubMed ID:

35318592

BORIS DOI:

10.48350/170847

URI:

https://boris.unibe.ch/id/eprint/170847

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