Using videotaped vignettes to improve the teaching quality in child and adolescent psychiatry.

摘要

Despite the high frequency of mental disorders in children (10-20%), there is relatively low priority given to teaching child and adolescent psychiatry at university. In Europe, only 87% of medical schools reported teaching child and adolescent psychiatry and only 52% have an academic child and adolescent department (Kalman et al. 2000). Teaching programs need to be optimal and integrate all education strategies. The aim of our study was to evaluate the benefits of videotapes for teaching child and adolescent psychiatry to undergraduate and graduate medical students. Over a period of 1 year, a total of 107 students (41 undergraduates and 66 graduates) participated anonymously in the study. To be enrolled in the study, undergraduate students had to be in their second or thrid year, to have completed their regular thematic block or to have spent five half-days per week in the child and adolescent psychiatry unit (Robert Debre Hospital, Paris, France). After a session of courses supported by videotaped vignettes, students were asked to complete a questionnaire divided into three parts with a total of 12 questions dealing with the quality of video-based teaching, the improvement of learning, and the students' assessment of their own feelings when watching the videotapes.