Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients
Introduction: Since there was no general model of competencies to determine a successful clinical assessment, we based our study on the many skills that are needed to perform one. We analysed students’ learning performance based on inner determinants, such as affect and cognitive closure, with the u...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-06-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/10/6/1076 |
| _version_ | 1797486938616233984 |
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| author | Maciej Walkiewicz Bartosz Zalewski Mateusz Guziak |
| author_facet | Maciej Walkiewicz Bartosz Zalewski Mateusz Guziak |
| author_sort | Maciej Walkiewicz |
| collection | DOAJ |
| description | Introduction: Since there was no general model of competencies to determine a successful clinical assessment, we based our study on the many skills that are needed to perform one. We analysed students’ learning performance based on inner determinants, such as affect and cognitive closure, with the use of two teaching methods (i.e., simulated patient (SP) or virtual patient (VP)). Methods: The sample comprised 56 fifth-year clinical psychology students. The need for closure (NFC) and efficacy in fulfilling the need for closure (EFNC) were measured using standardised questionnaires. The authors’ VP and SP tools were used to teach and measure the effectiveness of learning psychological interview techniques and clinical reasoning. Clinical interview skills included building contact with the patient, gathering important information and making mistakes. Clinical reasoning skills were divided into eight dimensions for the assessment of mental health. Results: Affect and cognitive closure are important psychological variables in anticipating and developing interview and clinical reasoning skills for psychology students. The simulated patient was more effective for interview skills, while the virtual patient was a beneficial teaching tool for most clinical reasoning skills. Virtual patient training was a useful teaching method for students with a low EFNC, probably because it provided a stable and strong structure. Simulated patient training was effective for people with a high EFNC, presumably because it allowed them to build on their advanced structuring skills. Conclusions: Affect and cognitive closure can be used to identify students’ learning abilities to provide a more personalised education. The results of the present study may be useful for evaluating different teaching methods, monitoring their effectiveness and enhancing students’ performance. |
| first_indexed | 2024-03-09T23:41:28Z |
| format | Article |
| id | doaj.art-faf0af91993f487bae7c866fdc85fa40 |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-09T23:41:28Z |
| publishDate | 2022-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-faf0af91993f487bae7c866fdc85fa402023-11-23T16:52:32ZengMDPI AGHealthcare2227-90322022-06-01106107610.3390/healthcare10061076Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual PatientsMaciej Walkiewicz0Bartosz Zalewski1Mateusz Guziak2Department of Psychology, Medical University of Gdańsk, 80-210 Gdansk, PolandDepartment of Psychology of Individual Differences, Diagnosis and Psychometric Research, SWPS University of Social Sciences and Humanities, 03-815 Warsaw, PolandFaculty of Medicine, Medical University of Gdańsk, 80-210 Gdansk, PolandIntroduction: Since there was no general model of competencies to determine a successful clinical assessment, we based our study on the many skills that are needed to perform one. We analysed students’ learning performance based on inner determinants, such as affect and cognitive closure, with the use of two teaching methods (i.e., simulated patient (SP) or virtual patient (VP)). Methods: The sample comprised 56 fifth-year clinical psychology students. The need for closure (NFC) and efficacy in fulfilling the need for closure (EFNC) were measured using standardised questionnaires. The authors’ VP and SP tools were used to teach and measure the effectiveness of learning psychological interview techniques and clinical reasoning. Clinical interview skills included building contact with the patient, gathering important information and making mistakes. Clinical reasoning skills were divided into eight dimensions for the assessment of mental health. Results: Affect and cognitive closure are important psychological variables in anticipating and developing interview and clinical reasoning skills for psychology students. The simulated patient was more effective for interview skills, while the virtual patient was a beneficial teaching tool for most clinical reasoning skills. Virtual patient training was a useful teaching method for students with a low EFNC, probably because it provided a stable and strong structure. Simulated patient training was effective for people with a high EFNC, presumably because it allowed them to build on their advanced structuring skills. Conclusions: Affect and cognitive closure can be used to identify students’ learning abilities to provide a more personalised education. The results of the present study may be useful for evaluating different teaching methods, monitoring their effectiveness and enhancing students’ performance.https://www.mdpi.com/2227-9032/10/6/1076affectinterviewclinical reasoningclinical competencediagnosissimulation training |
| spellingShingle | Maciej Walkiewicz Bartosz Zalewski Mateusz Guziak Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients Healthcare affect interview clinical reasoning clinical competence diagnosis simulation training |
| title | Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients |
| title_full | Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients |
| title_fullStr | Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients |
| title_full_unstemmed | Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients |
| title_short | Affect and Cognitive Closure in Students—A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients |
| title_sort | affect and cognitive closure in students a step to personalised education of clinical assessment in psychology with the use of simulated and virtual patients |
| topic | affect interview clinical reasoning clinical competence diagnosis simulation training |
| url | https://www.mdpi.com/2227-9032/10/6/1076 |
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