# Stimulating Clinical Neuroscience Education: A Pilot Study of an Immersive Simulation Curriculum for Psychiatry Residents

## TL;DR

This pilot study explores using immersive simulations to teach clinical neuroscience to psychiatry residents, showing it is feasible and well-received.

## Contribution

The study introduces a simulation-based curriculum for clinical neuroscience education in psychiatry residency training.

## Key findings

- Simulation-based sessions were feasible to implement and positively perceived by residents.
- Residents reported increased interest, confidence, and perceived clinical applicability after simulations.
- Qualitative feedback highlighted the engaging nature of simulations for applying concepts to clinical scenarios.

## Abstract

Objective

The authors evaluate the feasibility and short-term learner perceptions of a simulation-based curriculum for teaching clinical neuroscience topics to psychiatry residents, as part of a pilot educational study conducted during the 2023-2024 academic year.

Methods

A repertoire of simulation-based case scenarios was developed and implemented in this pilot study for 40 adult psychiatry residents between postgraduate years 1 and 4 at a single psychiatric residency program. All available residents were included to support implementation testing rather than statistical power. Simulation-based sessions were explored alongside a self-directed learning format covering the same content. Feasibility and short-term learner perceptions were assessed using post-session survey instruments, including quantitative Likert-scale items and open-ended qualitative feedback.

Results

Both instructional formats were feasible to implement within the residency curriculum and were associated with positive short-term learner perceptions, including increased self-reported interest and confidence following participation. Residents who participated in simulation-based sessions reported higher perceived clinical applicability of the material. Qualitative feedback suggested that simulations were engaging and supported the application of concepts to clinical scenarios.

Conclusion

This pilot study demonstrates the preliminary trends of implementing simulation-based clinical neuroscience teaching within psychiatry residency training. The primary contribution of this work is to inform curriculum design, evaluation strategies, and implementation logistics for future larger-scale, longitudinal studies.