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Psychiatric Education

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355 papers 100 to 500 followers
Rosamund Snow, Joanna Crocker, Katherine Talbot, Jane Moore, Helen Salisbury
PURPOSE: Medical education increasingly includes patient perspectives, but few studies look at the impact on students' proficiency in standard examinations. We explored students' exam performance after viewing video of patients' experiences. METHODS: Eighty-eight medical students were randomized to one of two e-learning modules. The experimental group saw video clips of patients describing their colposcopy, while the control group viewed a clinician describing the procedure...
August 30, 2016: Medical Teacher
Marcel F D'Eon
No abstract text is available yet for this article.
June 2016: Medical Teacher
Samuel DeMaria, Eric R Silverman, Kyle A B Lapidus, Christian H Williams, John Spivack, Adam Levine, Andrew Goldberg
INTRODUCTION: There is considerable controversy as to whether the simulator should die during high-fidelity simulation (HFS). We sought to describe the physiologic and biochemical stress response induced by simulated patient death as well as the impact on long-term retention of Advanced Cardiovascular Life Support (ACLS) knowledge and skills. METHODS: Twenty-six subjects received an American Heart Association (AHA) ACLS provider course. Following the course, subjects participated in HFS and were randomized to simulated death or survival...
July 2016: Medical Teacher
Subha Ramani, Karen Mann, David Taylor, Harish Thampy
This AMEE Guide provides a framework to guide medical educators engaged in the design and implementation of "Resident as Teacher" programs. The suggested approaches are based on established models of program development: the Program Logic model to guide program design, the Dundee three-circle model to inform a systematic approach to planning educational content and the Kirkpatrick pyramid, which forms the backbone of program evaluation. The Guide provides an overview of Resident as Teacher curricula, their benefits and impact, from existing literature supplemented by insights from the authors' own experiences, all of whom are engaged in teaching initiatives at their own institutions...
July 2016: Medical Teacher
Heather S Anderson, William F Gabrielli, Anthony Paolo, Anne Walling
OBJECTIVE: This study was undertaken to assess any impact on National Board of Medical Examiners (NBME) neurology and psychiatry subject examination scores of changing from an integrated neuropsychiatry clerkship to independent neurology and psychiatry clerkships. METHODS: NBME psychiatry and neurology subject examinations scores were compared for all 625 students completing the required neuropsychiatry clerkship in academic years 2005-2006 through 2008-2009 with all 650 students completing the independent neurology and psychiatry clerkships in academic years 2009-2010 through 2012-2013...
October 7, 2016: Academic Psychiatry
Michael D Jibson, Lisa S Seyfried
OBJECTIVE: The publication of DSM-5 by the American Psychiatric Association (APA) in 2013 was accompanied by the release of a series of APA-approved "essential guides" to aid clinicians and trainees in its use and the transition from DSM-IV. Several of these were explicitly designated as study guides, but all serve educational as well as clinical functions. To assist trainees and educators in their selection of appropriate materials for study and teaching, several of these books were reviewed from the perspective of psychiatry education...
October 17, 2016: Academic Psychiatry
Aliki Thomas, André Bussières
No abstract text is available yet for this article.
October 4, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Dario M Torre, Katherine Picho
No abstract text is available yet for this article.
October 4, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Jimmie Leppink, Kulamakan M Kulasegaram
No abstract text is available yet for this article.
October 4, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Michael Kalichman
No abstract text is available yet for this article.
October 4, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Ziad Obermeyer, Ezekiel J Emanuel
By now, it’s almost old news: big data will transform medicine. It’s essential to remember, however, that data by themselves are useless. To be useful, data must be analyzed, interpreted, and acted on. Thus, it is algorithms — not data sets — that will prove transformative. We believe, therefore,..
September 29, 2016: New England Journal of Medicine
Ronald M Witteles, Abraham Verghese
No abstract text is available yet for this article.
September 26, 2016: JAMA Internal Medicine
Debra L Klamen, Reed G Williams, Nicole Roberts, Anna T Cianciolo
BACKGROUND: The idea of competency-based education sounds great on paper. Who wouldn't argue for a standardized set of performance-based assessments to assure competency in graduating students and residents? Even so, conceptual concerns have already been raised about this new system and there is yet no evidence to refute their veracity. AIMS: We argue that practical concerns deserve equal consideration, and present evidence strongly suggesting these concerns should be taken seriously...
September 2016: Medical Teacher
Mary C Blazek, Bezalel Dantz, Mary C Wright, Jess G Fiedorowicz
OBJECTIVES: Traditionally, medical students on clinical rotations receive instruction on principles of mental health only during the psychiatry clerkship. We used emails to insert teaching of psychiatric concepts beyond the psychiatry clerkship into other rotations using the method of spaced learning, the delivery of brief morsels of information repeated over time intervals. We predicted that the intervention would improve attitudes and confidence towards the integration of psychiatry and knowledge retention...
October 2016: Medical Teacher
Adina Kalet, Jeannette Guerrasio, Calvin L Chou
Remediation in medical education, the process of facilitating corrections for physician trainees who are not on course to competence, predictably consumes significant institutional resources. Although remediation is a logical consequence of mandating, measuring, and reporting clinical competence, many program leaders continue to take an unstructured approach toward organizing effective, efficient plans for struggling trainees, almost all of who will become practicing physicians. The following 12 tips derive from a decade of remediation experience at each of the authors' three institutions...
August 2016: Medical Teacher
Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward, Diana Dolmans
BACKGROUND: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS: This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices...
August 2016: Medical Teacher
Andrew Perrella
Empathy - cultivated through lived experiences - finds itself at the foundation of patient-centered care. Through establishing rapport, medical students learn to acquire unique perspectives of their patients during their training years. Given its basis in cognition, it is generally agreed that empathy is a skill amenable to nurturing, and can thus be evaluated. Unfortunately, when empathy, compassion, and perspective-taking are put under the scrutiny of a standardized examination (e.g. OSCEs - objective structured clinical exams), students find themselves feigning a substandard level of empathy in order to appease their evaluators' criteria...
August 30, 2016: Medical Teacher
Monica Yepes-Rios, Nancy Dudek, Rita Duboyce, Jerri Curtis, Rhonda J Allard, Lara Varpio
BACKGROUND: Many clinical educators feel unprepared and/or unwilling to report unsatisfactory trainee performance. This systematic review consolidates knowledge from medical, nursing, and dental literature on the experiences and perceptions of evaluators or assessors with this failure to fail phenomenon. METHODS: We searched the English language literature in CINAHL, EMBASE, and MEDLINE from January 2005 to January 2015. Qualitative and quantitative studies were included...
September 7, 2016: Medical Teacher
Charles Boelen, David Pearson, Arthur Kaufman, James Rourke, Robert Woollard, David C Marsh, Trevor Gibbs
Health systems worldwide are confronted with challenges due to increased demand from their citizens, an aging population, a variety of health risks and limited resources. Key health stakeholders, including academic institutions and medical schools, are urged to develop a common vision for a more efficient and equitable health sector. It is in this environment that Boelen and Heck defined the concept of the "Social Accountability of Medical Schools" - a concept that encourages schools to produce not just highly competent professionals, but professionals who are equipped to respond to the changing challenges of healthcare through re-orientation of their education, research and service commitments, and be capable of demonstrating a positive effect upon the communities they serve...
September 9, 2016: Medical Teacher
H C Gooding, K Mann, E Armstrong
Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts...
September 25, 2016: Medical Teacher
2016-10-11 03:18:28
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