Effectiveness of a Developed Workshop Compared with Interactive Lectures on Psychiatric Interviewing among Medical Students at the School of Medicine, Mae Fah Luang University

Kuntapat Rachchaiya

Authors

Kuntapat Rachchaiya Department of Psychiatry, Charoenkrung Pracharak Hospital

Keywords:

workshop, interactive lectures, psychiatric interviewing, effectiveness

Abstract

Psychiatric interviewing is a crucial component in the care of patients with mental health conditions, requiring both theoretical knowledge and practical skills. This necessity underpins the ongoing efforts to explore and develop the most effective teaching methods to enhance medical students’ competencies in this area. The present study was driven by the objective to compare the effectiveness of a developed workshop-based instructional model and the conventional interactive lecture format in teaching psychiatric interviewing. This research employed a retrospective observational design, utilizing data from a total of 264 fourth-year medical students at Mae Fah Luang University. Assessment tools included a post-instruction satisfaction questionnaire and a structured evaluation of students’ knowledge and skills in psychiatric history-taking. Data were collected from two student groups: those who participated in interactive lectures between 2016 and 2019, and those who received workshop-based instruction between 2020 and 2024. Data analysis was performed using independent t-tests. The findings revealed that students in the workshop group scored significantly higher than those in the interactive lecture group in terms of rapport-building skills and active listening (p<0.001). However, the demonstrating empathy toward patients remained relatively low in both groups. In contrast, students in the interactive lecture group demonstrated significantly better theoretical knowledge (p<0.001). In conclusion, the workshop model proved more effective in developing practical skills, while the interactive lecture format was superior for enhancing theoretical understanding. These results suggest that an integrated approach, combining workshop-based learning with interactive lectures, may more effectively equip medical students with both the skills and knowledge required for competent psychiatric interviewing. Nevertheless, further attention is needed to improve students’ abilities in empathic understanding. This study provides valuable insights for the future development of psychiatric education curricula.

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