{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,8]],"date-time":"2026-07-08T13:14:55Z","timestamp":1783516495426,"version":"3.55.0"},"reference-count":59,"publisher":"JMIR Publications Inc.","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JMIR Med Educ"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Taiwan is projected to become a \u201csuper-aged\u201d society by 2025, leading to an increasing demand for community psychiatric long-term care (LTC). This demographic shift necessitates frontline professionals equipped with specialized communication skills and deep empathy. However, traditional didactic teaching often fails to adequately prepare students for the complex emotional and practical challenges of real-world psychiatric caregiving.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study aimed to evaluate the effectiveness of the innovative youth-elder co-learning instructional model, which uniquely integrates micro-movie discussions and an intergenerational empathy board game, on adult learners\u2019 professional knowledge, communication competence, empathic development, and overall learning satisfaction.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A mixed methods, single-group, pre-post design was used. The educational intervention was implemented within an 18-week elective community psychiatric LTC course. Participants included 38 adult learners and continuing education students (aged 19-64 years). Notably, the majority of the cohort (n=29, 76.3%) had no prior practical experience in LTC. Quantitative data were collected using self-assessed and peer-evaluated scales for professional knowledge, communication competence, and empathy at pre-, mid-, and post-course time points, alongside an end-of-semester course student feedback survey. Qualitative data were systematically gathered through structured reflective journals and analyzed using a rigorous 6-phase thematic analysis framework.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Students reported high course satisfaction rates, ranging from 92.4% to 95.3%. Quantitative analysis revealed a notable divergence: there were significant improvements in peer-evaluated outcomes (P&lt;.001) and self-assessed communication competence (P=.004), but there was more conservative, statistically nonsignificant growth in self-assessed scores for professional knowledge (P=.14) and empathy (P=.09). This discrepancy likely reflects adult learners\u2019 heightened awareness of professional complexity and self-reflective humility. Furthermore, the qualitative thematic analysis uncovered the following three narrative shifts: (1) the dismantling of generational stereotypes through authentic, face-to-face interaction with real older adults; (2) an empathic awakening regarding the often-invisible burden of family caregivers, catalyzed by the micro-movies; and (3) the successful translation of theoretical nonviolent communication concepts into real-time clinical problem-solving during board game role-plays.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The youth-elder co-learning model shows promise as an innovative, experiential pedagogical approach. By bridging theoretical frameworks with authentic intergenerational contact, the intervention supported students in translating general empathic concepts into actionable communication competencies. However, given the exploratory nature of this study and the absence of a control group, the quantitative findings must be interpreted cautiously. Future research using randomized controlled trial designs across multiple institutions is warranted to establish definitive causal impacts.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.2196\/82812","type":"journal-article","created":{"date-parts":[[2026,5,26]],"date-time":"2026-05-26T18:45:05Z","timestamp":1779821105000},"page":"e82812","source":"Crossref","is-referenced-by-count":0,"title":["Youth-Elder Co-Learning Model in Psychiatric Long-Term Care Education: Mixed Methods Evaluation of Communication and Empathy Outcomes"],"prefix":"10.2196","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9214-4316","authenticated-orcid":false,"given":"Ke-Hsin","family":"Chueh","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3635-4815","authenticated-orcid":false,"given":"Jeng-Wen","family":"Chen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8414-595X","authenticated-orcid":false,"given":"Li-Ang","family":"Lee","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-5011-5426","authenticated-orcid":false,"given":"Hsiang-I","family":"Hsu","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0000-8654-2991","authenticated-orcid":false,"given":"Yen-Ju","family":"Lin","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5491-6784","authenticated-orcid":false,"given":"Hsiao-Tzu","family":"Wang","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1010","published-online":{"date-parts":[[2026,7,8]]},"reference":[{"issue":"2","key":"ref1","first-page":"93","volume":"24","author":"Chang, YC","year":"2020","journal-title":"J Long Term Care"},{"issue":"21","key":"ref2","first-page":"36","author":"Chen, HC","year":"2020","journal-title":"J Taiwan Health Care Assoc"},{"issue":"315","key":"ref3","first-page":"104","author":"Wang, LY","year":"2020","journal-title":"J Educ Res"},{"key":"ref4","doi-asserted-by":"publisher","DOI":"10.1016\/S2215-0366(21)00395-3"},{"key":"ref5","unstructured":"Statistics on valid certificates for major illnesses and injuries under the National Health Insurance Program (May 2026)Taiwan Ministry of Health and Welfare, Health Insurance Department2026-06-27https:\/\/www.nhi.gov.tw\/ch\/cp-5034-fd764-3028-1.html"},{"key":"ref6","unstructured":"World Mental Health Day Health and Welfare Statistics Bulletin (Statistics Department)Taiwan Ministry of Health and Welfare, Department of Statistics2026-06-27https:\/\/dep.mohw.gov.tw\/DOS\/cp-5112-63761-113.html"},{"issue":"1","key":"ref7","first-page":"23","volume":"22","author":"Hsieh, WT","year":"2021","journal-title":"J Health Manag"},{"key":"ref8","unstructured":"LiYMBurden, attachment, filial piety and psychological well-being among caregivers of patient with neurocognitive disorderChung Shan Medical University, Department of Psychology20212026-06-27https:\/\/doi.org\/10.6834\/csmu202100052"},{"issue":"9","key":"ref9","first-page":"1","author":"Chang, WB","year":"2021","journal-title":"Soc Sci Law Pol Rev"},{"issue":"2","key":"ref10","first-page":"25","volume":"68","author":"Lu, MJ","year":"2021","journal-title":"Nurs J"},{"key":"ref11","doi-asserted-by":"publisher","DOI":"10.1186\/s42506-025-00184-0"},{"key":"ref12","first-page":"1","author":"Silver, S","year":"2024","journal-title":"Treatment Advocacy Center"},{"key":"ref13","doi-asserted-by":"publisher","DOI":"10.1037\/prj0000277"},{"key":"ref14","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyt.2023.1285431"},{"key":"ref15","doi-asserted-by":"publisher","DOI":"10.1071\/hc23015"},{"key":"ref16","doi-asserted-by":"publisher","DOI":"10.1111\/inm.13034"},{"key":"ref17","doi-asserted-by":"publisher","DOI":"10.1186\/s12913-022-08248-z"},{"key":"ref18","doi-asserted-by":"crossref","first-page":"1519527","DOI":"10.3389\/fpsyt.2025.1519527","volume":"16","author":"Yang, YY","year":"2025","journal-title":"Front Psychiatry"},{"key":"ref19","doi-asserted-by":"publisher","DOI":"10.3928\/02793695-20171024-01"},{"key":"ref20","doi-asserted-by":"publisher","DOI":"10.1080\/13603116.2019.1622801"},{"key":"ref21","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13101019"},{"key":"ref22","doi-asserted-by":"publisher","DOI":"10.1080\/15350770.2022.2084202"},{"key":"ref23","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph19074010"},{"issue":"6","key":"ref24","first-page":"1","author":"Chi, CL","year":"2023","journal-title":"J Serv Learn Soc Link"},{"key":"ref25","unstructured":"YenHCApply the action research to explore the implementation process and learning effect of cross-generational learning - 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