The effect of teachers simulate standardized patients in psychiatric anchored practice teaching

Abstract

Objective To explore the effects of simulation standardized in the anchored practice teaching. Methods The five-year undergraduate intern trainees of clinical medicine at Sun Yat-sen University were randomly divided into three groups, the classic anchored teaching group (classic group, 34 students), improvement of anchored teaching group (modified group, 36 students), teachers' simulation standardized patients anchored group (TSSP group, 32 students), and use psychiatric practice teaching quality of classroom assessment questionnaire to evaluate the teaching effect. Results Classic group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were (21.47±1.42), (17.09±1.19), (21.44±1.54), (22.41±1.37), (82.41±2.90) respectively, modified group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were (21.83±1.50), (17.69±1.56), (22.25±1.75), (22.92±1.96), (84.69±3.85) respectively. TSSP group of autonomous learning factor points factor, teaching methods, teaching process, curriculum design factor of factor and scale total score were (23.03±1.62), (18.25±1.46), (23.66±1.21), (23.41±2.20), (88.34±3.01) respectively, the three groups were statistically significant in the autonomous learning (F=9.57, P<0.05), the teaching method (F=5.56, P<0.05), the teaching process (F=17.73, P<0.05) and total scores of scale (F=26.99, P<0.05). The TSSP group was superior to the modified group (P<0.05) in the comparison of scores of independent learning factors, teaching process factors and total scale scores. In terms of factors of independent learning, factors of teaching methods, factors of teaching process and total scores of the scale, TSSP group was superior to the classical group (all P<0.05). In addition, in terms of teaching process factors and total scores of the scale, the modified group was superior to the classical group (all P<0.05). Conclusions It is more effective to use teachers simulate standardized patients in anchorage teaching, which can be further popularized in practice teaching. Key words: Teachers simulate standardized patients; Anchored teaching; Psychiatry; Internship