title: Using simulation to train junior psychiatry residents to work with agitated patients: a pilot study.
abstract: OBJECTIVE
  This article examines the benefit and feasibility of introducing a new, simulation-based learning intervention for junior psychiatry residents.
  
  
  METHODS
  Junior psychiatry residents were invited to participate in a new simulation-based learning intervention focusing on agitated patients. Questionnaires were used to explore the success of the intervention.
  
  
  RESULTS
  Participants (N=12) reported increases in self-assessed knowledge. Pre/post comparison of ratings indicated increases in comfort and perceived competence both in evaluating and managing agitated patients after the intervention. Participants reported improvements in knowledge and skills and appreciated feedback. Some indicated the need for continued practice and suggested that their anxiety was still prominent. Overall, the intervention was well received and seen as useful.
  
  
  CONCLUSIONS
  Simulation may be well suited to teaching residents to work with agitated patients. More research is needed to determine whether this kind of educational intervention leads to changes in patient care.
authors: Department of Psychiatry, McGillUniversity, Montreal, Quebec, Canada. daniel.zigman@mcgill.ca
authors: Daniel
authors: D
authors: Zigman
authors: Meredith
authors: M
authors: Young
authors: Colin
authors: C
authors: Chalk
mesh_terms: D000328:Adult; D005240:Feasibility Studies; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D016544:Patient Simulation; D010865:Pilot Projects; D011570:Psychiatry / Q000193:education*; D011595:Psychomotor Agitation / Q000628:therapy*; D011795:Surveys and Questionnaires