Citation

Lerchenfeldt S, Kamel-ElSayed S, Patino G, Thomas DM, Wagner J. MedEdPORTAL Publ. 2020; 16: e10952.

Copyright

(Copyright © 2020, Association of American Medical Colleges)

DOI

10.15766/mep_2374-8265.10952

PMID

32875096 PMCID

Abstract

INTRODUCTION: Suicide is a global health problem that health care providers must feel comfortable addressing. Unfortunately, many health care providers are not equipped to assess and treat patients at risk for suicide due to lack of training and education. Interactive resources are needed to educate health professions students about the management of suicidal patients.

Methods: The suicide assessment and management team-based learning (TBL) module was developed to address the gap in suicide education. After completing the module, students were able to identify key elements for a comprehensive assessment of a patient's risk for suicide and to discuss clinical management for a suicidal patient. The activity was designed for second-year medical students during a psychopathology course, the last organ-system course prior to clerkships. This module could also be used or modified to meet the educational requirements for other health professions, including medical residents, nurse practitioner students, and physician assistant students.

Results: A total of 342 students among 62 teams participated in the TBL over a period of 3 consecutive years. The class averages for the individual Readiness Assurance Test ranged from 80% to 88%. The class averages for the team Readiness Assurance Test and application questions were comparable across all 3 years. Course evaluations showed the TBL helped students think critically and integrate information to prepare them for their future careers.

Discussion: Overall, this TBL was an effective educational tool that stimulated high-quality discussion, in which students remained engaged and asked thought-provoking questions.

Language: en

Keywords

Evidence-Based Medicine; Suicide; Ethics; Clinical Reasoning/Diagnostic Reasoning; Communication Skills; Patient Safety; Suicide Management; Suicide Risk Assessment; Suicide Treatment; Team-Based Learning