Auditory Hallucination Simulation in The Medical School Curriculum

Objective: Having an empathetic understanding of auditory hallucinations (AH) is a crucial skill for mental health professionals, significantly impacting patient outcomes. Simulation-based learning offers an opportunity to enhance medical education and foster greater confidence when interacting with individuals experiencing AH. This study aimed to investigate the impact of Auditory Hallucination Simulations (AHSs) on medical students' knowledge, attitudes, and empathy toward individuals experiencing auditory hallucinations. Methods: 154 third-year medical students participated in a pre-simulation survey measuring empathy and attitudes. Students then completed an AHS experience followed by a post-simulation survey. Data was subsequently divided by participant demographics, specialty interest, and clinical rotation block. Results: Overall, empathy scores significantly increased after the AHS experience. This increase was observed in both genders and was more pronounced among students interested in person-oriented specialties. No significant correlation was found between empathy scores and clinical rotation block. Conclusion: This study suggests that AHS holds promise as a tool to enhance empathy in medical students, potentially impacting future patient care. However, limitations exist, including the study's single-institution nature and lack of long-term follow-up. Further research with larger, diverse samples and long-term assessments is recommended. Future studies could also explore the impact of AHSs within specific specialties.