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Simulation Training vs Workplace-Based Supervision in Psychiatry (EPIC-OSkER)

The recruitment status of this study is unknown because the information has not been verified recently.
Verified August 2011 by King's College London.
Recruitment status was  Active, not recruiting
Sponsor:
Collaborators:
Guy's and St Thomas' NHS Foundation Trust
South London and Maudsley Charitable Funds
South London and Maudsley NHS Foundation Trust
Information provided by:
King's College London
ClinicalTrials.gov Identifier:
NCT01416727
First received: August 12, 2011
Last updated: September 6, 2011
Last verified: August 2011
  Purpose

The purpose of this study is to evaluate and compare the effectiveness of two forms of clinical skills training for teaching emergency psychiatry skills to doctors who have just started to work in psychiatry


Condition Intervention
Clinical Skills Training
Other: Emergency Psychiatry Immersion Course
Other: Observed SKills in the Emergency Room

Study Type: Interventional
Study Design: Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Single Blind (Outcomes Assessor)
Official Title: A Randomised Trial of Simulation Training vs Workplace-Based Supervision for Junior Doctors in Psychiatry

Further study details as provided by King's College London:

Primary Outcome Measures:
  • Change in global clinical skills [ Time Frame: Baseline; 4 weeks; 16 weeks ] [ Designated as safety issue: No ]
    Participants will participate in a single simulated clinical encounter. Encounters will be video-recorded and then rated by observers, who are blind to the allocation status and time point of each video, using a global rating scale.


Secondary Outcome Measures:
  • Change in technical clinical skills [ Time Frame: Baseline; 4 weeks; 16 weeks ] [ Designated as safety issue: No ]
    Participants will participate in a single simulated clinical encounter. Encounters will be video-recorded and then rated by observers, who are blind to the allocation status and time point of each video, using a checklist-based rating scale.

  • Change in attitudes towards teamworking [ Time Frame: Baseline; 4 weeks; 16 weeks ] [ Designated as safety issue: No ]
    The Operating Room Management Attitudes Questionnaire will be modified to be appropriate for working in psychiatry.

  • Change in attitudes towards self-harm [ Time Frame: Baseline; 4 weeks; 16 weeks ] [ Designated as safety issue: No ]
    The Attitudes to Deliberate Self-Harm Questionnaire

  • Self-reported views on usefulness and acceptability of the training programmes [ Time Frame: 4 weeks ] [ Designated as safety issue: No ]
    Post-course feedback questionnaire

  • Qualitative evaluation [ Time Frame: 8 - 12 weeks ] [ Designated as safety issue: No ]
    Focus groups will be conducted to evaluate how participants have learned to manage psychiatric emergencies, and the contribution of the courses to their learning.


Estimated Enrollment: 48
Study Start Date: August 2011
Estimated Study Completion Date: December 2011
Estimated Primary Completion Date: September 2011 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: OSkER
"Observed SKills in the Emergency Room" - workplace-based supervision.
Other: Observed SKills in the Emergency Room
For four weeks, participants will be accompanied by a senior psychiatric registrar or consultant psychiatrist, who has received training in giving feedback, during their on-call duties. Each participant will receive between 8-12 hours of 1:1 training.
Experimental: EPIC
"Emergency Psychiatry Immersion Course" - simulation-based training.
Other: Emergency Psychiatry Immersion Course
A two-day simulation-based training course covering assessment of self-harm, capacity, managing aggression, working with the emergency team and medical emergencies in the psychiatric hospital

Detailed Description:

Junior doctors starting work in psychiatry soon encounter a number of situations in the workplace for which they have had little or no preparation either at medical school or from work in other specialities. They will encounter clinically complex situations such as rapid tranquillisation, crisis presentations of self-harm, suicide risk assessment, overseeing supervised confinement and making decisions to admit or discharge mentally ill patients. Furthermore, many of these situations occur out of hours when there is little direct senior supervision available. The traditional induction programme is delivered in a didactic format, which does not encourage effective learning, nor does it allow any opportunity to practise or acquire hands-on skills or non-technical skills such as interprofessional communication, leadership and situational awareness. In the interests of patient safety and improving the quality of care and patient's experience, there is an urgent need to identify ways of improving induction and quickly equipping junior doctors with the clinical skills necessary to practise safely in psychiatry. We propose to evaluate and compare two approached to improved skills training in psychiatry: 1. workplace-based observation and feedback; 2. simulation training.

All new junior doctors starting work in the South London and Maudsley NHS Foundation Trust, London, UK, in August 2011 will be invited to take part in a randomised controlled trial of training in addition to the standard induction. Following a day of lectures on relevant clinical topics, participants will be randomly allocated to receive either observed workplace-based training by a more senior doctor during their on-call duties, or a two-day simulation-based training course. Before and after the training, assessments of participants' clinical skills and attitudes will be carried out by questionnaires and by observations of simulated clinical encounters. Changes in performance will be compared between the two groups. Longer term evaluation will be carried out by means of qualitative interviews and simulated clinical encounters once participants have been working for several months.

  Eligibility

Ages Eligible for Study:   22 Years and older
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • Junior doctors starting work at the South London and Maudsley NHS Foundation Trust in August 2011 in any of the following grades: 1. Core Psychiatric Training; 2. Foundation Training; 3. General Practice Vocational Training; 4. Core Trainee 1-3 equivalent posts, e.g. long-term locums

Exclusion Criteria:

  • Unwillingness to participate in the study
  • Inability to attend the training programme or participate in the evaluation
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT01416727

Locations
United Kingdom
Institute of Psychiatry, King's College London
London, United Kingdom, SE5 9RJ
Sponsors and Collaborators
King's College London
Guy's and St Thomas' NHS Foundation Trust
South London and Maudsley Charitable Funds
South London and Maudsley NHS Foundation Trust
  More Information

No publications provided

Responsible Party: Dr Amy C Iversen, King's College London
ClinicalTrials.gov Identifier: NCT01416727     History of Changes
Other Study ID Numbers: 2011/051
Study First Received: August 12, 2011
Last Updated: September 6, 2011
Health Authority: United Kingdom: National Health Service

Keywords provided by King's College London:
Patient Simulation
Education, Medical, Graduate
Internship and Residency
Psychiatry

ClinicalTrials.gov processed this record on November 25, 2014