Copyright
©The Author(s) 2024. Published by Baishideng Publishing Group Inc. All rights reserved.
Embracing different languages and local differences: Co-constructive patient simulation strengthens host countries’ clinical training in psychiatry
Şafak Eray Çamlı, Büşra Ece Yavuz, Meliha Feyza Gök, Idil Yazgan, Yanki Yazgan, Ayelet Brand-Gothelf, Doron Gothelf, Doron Amsalem, Andrés Martin
Şafak Eray Çamlı, Büşra Ece Yavuz, Meliha Feyza Gök, Department of Child and Adolescent Psychiatry, Bursa Uludağ University Faculty of Medicine, Bursa 16059 Turkey
Idil Yazgan, Yale University School of Medicine, New Haven, CT 06510, United States
Yanki Yazgan, Güzel Günler Clinic, Beşiktaş/İstanbul 34335 Turkey
Yanki Yazgan, Andrés Martin, Child Study Center, Yale School of Medicine, New Haven, CT 06520, United States
Ayelet Brand-Gothelf, The Feinberg Child Study Center, Schneider Children's Medical Center of Israel, Tel Aviv University, Petach Tikvah 4920235, Israel
Doron Gothelf, The Child Psychiatry Division, Edmond and Lily Safra Children’s Hospital, Sheba Medical Center, Tel Hashomer, Ramat Gan 52561, Israel
Doron Gothelf, Faculty of Medicine and Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 6997801, Israel
Doron Amsalem, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons, New York, NY 10032, United States
Author contributions: All authors made substantial contributions to the conception and design of the work; as acquisition and interpretation of the data for the work; they all were part of drafting the work and revising it critically for important intellectual content; they all provided final approval of the version to be published. The corresponding author takes final responsibility for the accuracy and integrity of the work.
Institutional review board statement: This study was approved by the Yale University Institutional Review Board, No. 2000026241.
Informed consent statement: All study participants provided informed written consent prior to study enrollment.
Conflict-of-interest statement: The authors have no conflicts of interest to declare.
Data sharing statement: The data that support the findings of this study are available from the corresponding author (Andrés Martin), upon reasonable request.
STROBE statement: The authors have read the STROBE Statement-checklist of items, and the manuscript was prepared and revised according to the STROBE Statement-checklist of items.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See:
https://creativecommons.org/Licenses/by-nc/4.0/ Corresponding author: Andrés Martin, MD, PhD, Professor, Child Study Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT 06520, United States. andres.martin@yale.edu
Received: August 31, 2023
Peer-review started: August 31, 2023
First decision: October 24, 2023
Revised: October 30, 2023
Accepted: December 22, 2023
Article in press: December 22, 2023
Published online: January 19, 2024
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.
Core Tip: The co-constructive patient simulation (CCPS) model harnesses human simulation as a novel way of psychiatric education and training that is immersive, experiential, and uniquely tailored to (and by) its intended learners. For a globally under-resourced field like psychiatry, developing and strengthening vibrant communities of practice can have enduring and long-lasting returns, including in workforce recruitment and retention. The adaptations of CCPS that we describe, through their train-the-trainer components, have the potential to sustain and even replicate themselves; they can become vehicles of local capacity building.
