TELAPSI: Development and Content Validation of a Digital Learning Object Based on Cinematic Narratives for Schizophrenia Education in Medicine

Abstract

Abstract Objective To develop and evaluate TELAPSI, a freely accessible bilingual digital learning object that supports faculty in teaching about schizophrenia through curated cinematic scenes linked to psychopathological descriptions and structured lesson plans. Methods A methodological study with a quantitative and qualitative approach was conducted in three sequential phases: intentional film selection, platform development, and evaluation by a panel of 20 experts (10 psychiatrists and 10 health educators). Content was assessed with the Brazilian-validated Learning Object Review Instrument (LORI) and usability with the System Usability Scale (SUS); groups were compared using the Mann–Whitney test and Welch’s t-test, and open-ended responses were examined through descriptive qualitative analysis. Results Median LORI domain scores ranged from 4.40 to 4.90 (1–5 scale), with content quality, motivation, and usability and interaction rated highest. Significant differences between groups appeared only in usability and interaction ( p = 0.034) and accessibility ( p = 0.009), with health educators scoring higher than psychiatrists. The mean SUS score was 90.4 (95% confidence interval [CI] 86.1–94.7), classified as excellent, again higher among health educators (95.5 vs. 85.3; p = 0.010; Cohen’s d = 1.33). Qualitative analysis identified three themes: usability and user experience; pedagogical relevance and innovation; and suggestions for improvement and expansion. Conclusion TELAPSI achieved high expert-rated quality as a digital learning object and excellent usability, providing a transferable model for film-based teaching in psychiatric education. These findings establish its content validity and usability as the validation phase preceding controlled studies of learner outcomes.