Simulation in psychiatry for medical doctors: A systematic review and meta‐analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Context Most medical doctors are likely to work with patients experiencing mental health conditions. However, educational opportunities for medical doctors to achieve professional development in the field of psychiatry are often limited. Simulation training in psychiatry may be a useful tool to foster this development. Objectives The purpose of this study was to assess the effectiveness of simulation training in psychiatry for medical students, postgraduate trainees and medical doctors. Methods For this systematic review and meta‐analysis, we searched eight electronic databases and trial registries up to 31 August 2018. We manually searched key journals and the reference lists of selected studies. We included randomised and non‐randomised controlled studies and single group pre‐ and post‐test studies. Our main outcomes were based on Kirkpatrick levels. We included data only from randomised controlled trials (RCTs) using random‐effects models. Results From 46 571 studies identified, we selected 163 studies and combined 27 RCTs. Interventions included simulation by role‐play (n = 69), simulated patients (n = 72), virtual reality (n = 22), manikin (n = 5) and voice simulation (n = 2). Meta‐analysis found significant differences at immediate post‐tests for simulation compared with active and inactive control groups for attitudes (standardised mean difference [SMD] = 0.52, 95% confidence interval [CI] 0.31‐0.73 [ I 2 = 0.0%] and SMD = 0.28, 95% CI 0.04‐0.53 [ I 2 = 52.0%], respectively), skills (SMD = 1.37, 95% CI 0.56‐2.18 [ I 2 = 93.0%] and SMD = 1.49, 95% CI 0.39‐2.58 [ I 2 = 93.0%], respectively), knowledge (SMD = 1.22, 95% CI 0.57‐1.88 [ I 2 = 0.0%] and SMD = 0.72, 95% CI 0.14‐1.30 [ I 2 = 80.0%], respectively), and behaviours (SMD = 1.07, 95% CI 0.49‐1.65 [ I 2 = 68.0%] and SMD = 0.45, 95% CI 0.11‐0.79 [ I 2 = 41.0%], respectively). Significant differences in terms of patient benefit and doctors’ behaviours and skills were found at the 3‐month follow‐up. Conclusions Despite heterogeneity in methods and simulation interventions, our findings demonstrate the effectiveness of simulation training in psychiatry training.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.007 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it