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Using multimedial tools, role playing and videofeedback in the training of case management

Published online by Cambridge University Press:  16 April 2020

J. Prasko  and
C. Hoschl
J. Prasko
Affiliation:
Prague Psychiatric Center, Prague, Czech Republic 3rd Faculty of Medicine, Charles University, Prague, Czech Republic Center of Neuropsychiatric Studies, Prague, Czech Republic
C. Hoschl
Affiliation:
Prague Psychiatric Center, Prague, Czech Republic 3rd Faculty of Medicine, Charles University, Prague, Czech Republic Center of Neuropsychiatric Studies, Prague, Czech Republic

Abstract

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An interview is the principal means of assessment and case management in clinical psychiatry. Psychiatric interview differs from other medical interviews in a wide range of biological and psychosocial data, and in their attention to emotional reaction of patient, and in the process of interaction between patient and interviewer. One of the most effective ways how to train students in skills of interview and case management is using multimedia tools, role playing and videofeedback.

Methods:

To improve the practical skills of students in clinical patients management we use following steps in training:

  1. 1) videopresentation of typical case of disorder (e.g. posttraumatic stress disorder)

  2. 2) short description of psychopathology, diagnosis, etiopatogenesis a and treatment strategies

  3. 3) videopresentation of the first contact with patient, assessment, evaluation and psychoeducation, eventually treatment strategies (e.g. exposure in imagination)

  4. 4) analysis of main steps of the video presentation with emphasis to the structure of the interview, open questioning, empathetic listening and positive force of the patient

  5. 5) modelling of approach with group of students (leader plays a role of a patient and participants practice the approach)

  6. 6) role playing in small groups of three students with video-monitoring of their work

  7. 7) video-feedback and discussion of the advantages and disadvantages of the work of monitored group.

Results:

Students like this approach and evaluated it very highly in every school year training evaluation.

Conclusion:

Using multimedia tools, role playing and videofeedback can help to develope practical skills of students more than classical approach.

Supported by project 1M0517 MZCR.

Type
Poster Session 1: Psychotherapies
Information
European Psychiatry , Volume 22 , Issue S1: 15th AEP Congress - Abstract book - 15th AEP Congress , March 2007 , pp. S212
Copyright
Copyright © European Psychiatric Association 2007
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