Volume 14, Issue 24 (3-2022)
royesh 2022, 14(24): 4-12 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Alaghband-rad J, Gholamian F, Motamed M. Design and Implementation of a blended course for family therapy in psychiatry residency program. royesh 2022; 14 (24) :4-12
URL: http://royesh.tums.ac.ir/article-1-84-en.html
URL: http://royesh.tums.ac.ir/article-1-84-en.html
Tehran University of Medical Sciences
Abstract: (431 Views)
Family assessment and family therapy interventions are among the skills that a psychiatrist must learn. We aimed to design a blended family therapy training course for implementation in psychiatry residency program.
Course design was based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. This course was implemented in a blended approach with weekly face to face and virtual sessions. At the end of the course, the attitude and satisfaction of the learners was measured through an online questionnaire.
The family therapy course was conducted from December 2021 to June 2022 consisting of 21 face-to-face sessions. All residents agreed that teaching family therapy concepts is highly needed in the psychiatry course. According to the residents' responses, the family therapy course increased knowledge and changed their approach to patients. However, the majority of residents believed that this course did not improve their skills. More than half of the residents believed that the provided content was practical, suitable for their needs and of high quality. But only four of the them agreed that the contents were matched to their capabilities.
In this study, the stages of designing and implementing the family therapy course for psychiatric residents were explained. Family therapy training, like any other skill, needs to be accompanied by more practical exercises with more supervision and observation. Further studies are needed to evaluate the impact of the program on the satisfaction, knowledge and skills of residents in a larger sample.
Course design was based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. This course was implemented in a blended approach with weekly face to face and virtual sessions. At the end of the course, the attitude and satisfaction of the learners was measured through an online questionnaire.
The family therapy course was conducted from December 2021 to June 2022 consisting of 21 face-to-face sessions. All residents agreed that teaching family therapy concepts is highly needed in the psychiatry course. According to the residents' responses, the family therapy course increased knowledge and changed their approach to patients. However, the majority of residents believed that this course did not improve their skills. More than half of the residents believed that the provided content was practical, suitable for their needs and of high quality. But only four of the them agreed that the contents were matched to their capabilities.
In this study, the stages of designing and implementing the family therapy course for psychiatric residents were explained. Family therapy training, like any other skill, needs to be accompanied by more practical exercises with more supervision and observation. Further studies are needed to evaluate the impact of the program on the satisfaction, knowledge and skills of residents in a larger sample.
Type of Study: Research |
Subject:
Special
Received: 2022/09/18 | Accepted: 2022/10/15 | Published: 2023/01/17
Received: 2022/09/18 | Accepted: 2022/10/15 | Published: 2023/01/17
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
