Application of experiential teaching in the clinical teaching of psychiatry

Abstract

Objective To investigate the application value of experiential teaching in the clinical teaching of psychiatry. Methods A total of 80 senior students who received internship in Department of Psychiatry in our hospital from June 2017 to February 2018 were randomly divided into control group and observation group, with 40 students in each group. The students in the control group received traditional teaching, and those in the observation group received experiential teaching. The scores of theoretical examination and practical skill examination were compared between the two groups, and a questionnaire survey was performed to investigate their feedback for clinical teaching. Results There was no significant difference in the score of theoretical examination between the two groups (79.20±11.58 vs. 81.60±12.51), but the observation group had a significantly higher score of practical skills than the control group (85.80±6.37 vs. 73.40±7.60). The results of the questionnaire survey showed that compared with the control group, the observation group had significantly better abilities of clinical practice, knowledge understanding, comprehensive analysis, problem solving, and team cooperation, and the experiential teaching method helped the students to grasp the teaching content, improve learning efficiency, cultivate self-learning ability, and stimulate their learning interest. Conclusion Experiential teaching can improve students' learning interest, satisfaction with teaching, and doctor-patient communication ability and thus improve the training effect of psychiatric practical skills. Therefore, it holds promise for application in teaching. Key words: Experiential teaching; Psychiatry; Clinical teaching