Objective: To compare the effects of two simulation-based teaching programs of psychiatric interviewing using two role-play modalities on first-year psychiatry residents' confidence in their psychiatric clinical skills.
Methods: The teaching program consisted of seven 2-hour sessions per month led by two psychiatrists and academic teachers. In the peer-to-peer role-play group, students played either the patient's or doctor's role, and case scenarios were proposed by the students; in the teacher role-play group, a teacher played the patient' role and case scenarios were written by teachers. Simulation debriefing was teacher-guided in both groups. Confidence was measured with the Confidence in Psychiatric Clinical Skills Questionnaire (CPCQ) before and after the teaching program.
Results: Both strategies induced a significant improvement in the CPCQ total score. However, the peer-to-peer role-play program induced a significantly larger improvement in the CPCQ total score.
Discussion: Compared to teacher role-play, peer-to-peer role-play may enable a better comprehension of the patient perspective, reduce performance anxiety during the simulated scenario, and provide a partly improvised scenario that is more transferable to real-life clinical experiences.
Conclusion: Teaching psychiatric interviewing using the peer-to-peer role-play approach enables greater improvement in confidence in clinical skills than teacher role-play.
Keywords: Entretien psychiatrie; Formation; Internes; Jeu de rôle; Psychiatric interview; Residents; Role-play; Simulation; Training.
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