Showing papers in "Academic Psychiatry in 1977"

You Can Be a Better Supervisor

Abstract: A better supervisor is active, focuses on the case being presented, is willing to clearly express definite opinions about the patient, the therapist, and the transference. Therapists are actively encouraged to express their observations and ideas about the patient, and to consider other ways of organizing their observation. Supervisors can learn these skills and become better supervisors. Residents prefer a supervisor who seems emotionally involved in the supervision, the patient, and the resident.

Group Sensitivity Training for Psychiatric Residents

Abstract: Information on sensitivity group experiences and psychiatric residency training was gathered through a nationwide mail survey and by investigating results of group experiences in different programs. Seventy-seven programs offer sensitivity training group experiences to residents and eighty-four do not. Five programs dropped groups because of lack of interest; six because of poor results. Forty-four programs reported no interest; twenty-six lacked funds. The program directors without groups feel that they are somewhat less helpful in preparing residents than those who have had groups now or in the past. Participation requirements vary. The group’s major purposes include formal professional training, exposure for educational purposes, to aid the group in resolving conflicts, and for therapeutic purposes. The methods used included encounter, psychodrama, experiental group, t-group, marathon, and psychoanalytic. Administrative issues are sometimes discussed and are often disruptive. Intragroup conflicts often create problems outside the group. Groups appear to work best when goals are clearly defined and do not include psychotherapy for residents. Individual therapy should be available.

Association of Directors of Medical Student Education in Psychiatry

Abstract: Mission Statement: The Association of Directors of Medical Student Education in Psychiatry is an organization of psychiatric educators dedicated to the education of medical students in the behavioral sciences and psychiatry. Its mission is to: • Champion excellence in medical student psychiatric education. • Support, develop, and disseminate research and innovation in teaching methods, content, and evaluation. • Develop goals and objectives for medical student psychiatric education. • Foster the professional development and career satisfaction of medical student psychiatric educators. • Provide support, guidance, and resources to medical students considering a career in psychiatry. • Collaborate with other psychiatric and medical education organizations to pursue common interests. Qualifications for Membership: ADMSEP offers individual membership to faculty who are involved in the education of medical students in human behavior or psychiatry. International members are welcome. Affiliate membership is available for house officers and psychiatry clerkship administrators and coordinators. ADMSEP's members range from individual preceptors to course directors who are involved in education across the four years of the medical school curriculum, from behavioral science courses to psychiatry clerkships, 4 th Annual Meetings: ADMSEP's 40th Annual Meeting will be held at the Keystone Resort in Broomfield, Colorado, June 12-14, 2014. A pre-meeting \" Toolkit for Early Educators \" will be offered and Dr. L. Dee year electives, and career advising.

Psychiatric Residency Identity Crisis: Resolution Through Group Process

Abstract: A time-limited group process experience for the purpose of expediting the natural course of group process in a first-year resident group facilitates group cohesion for learning purposes, accelerates the role-identity as psychiatrist, and assists the residency training director in enhancing each individual resident’s learning according to his learning deficit and psychological need. A faculty advisor resists the role of therapist, and follows the group process experience with didactic material. The experience resolved some regression and transference and did not encourage the residents to become patients by continuing as a therapy or sensitivity group. The group briefly explored the dynamics of adolescent rebellion and a desire to divide the faculty while supporting each other with such problems as providing psychotherapy, becoming a member of a treatment team, and so on. Afterward residents became cotherapists in treatment groups. Advantages of this approach are discussed.

Evaluation System in a Psychiatric Residency Training Program

Abstract: An evaluation system developed at Michigan State University is designed to provide residents with a clear view of their strengths and weaknesses in a variety of areas. The instruments used in the evaluation system include supervisory rating forms that incorporate the objectives of the residency program, standard exercises for behavioral observation and factual information, and a standardized assessment of interview skills. Use of this system has resulted in a number of changes in curriculum on an individual and group basis, as well as changes in teaching techniques among the faculty. The initial high attrition rate among residents corresponding with initiation of the system is discussed.

A Behavioral Science Curriculum for Medical Students: One Model

Abstract: One model is presented for a behavioral science course for medical schools with large classes in the preclinical year. A study was undertaken to evaluate the ability to prepare students in behavioral science regardless of college background in this area. Three classes, entering in 1971, 1972, and 1973, were compared as to their college background in the behavioral sciences, performance in a behavioral science course taught in the preclinical years of medical school, performance in the behavioral science examination of the National Board of Medical Examiners, and in part, later performance in clinical clerkships. It was determined that when a comprehensive course is presented behavioral science can be taught successfully to large classes with students of diverse behavioral science backgrounds; that this can compensate for inadequate behavioral science preparation in college; that the early presentation of material on disordered behavior has a positive effect on learning; and that this preclinical learning may enhance clinical performance.

The Use of a Selective Clinical Experience in a Psychiatry Clerkship

Abstract: After discussing the problems in teaching clinical psychiatry to medical students, the authors describe the program at the Downstate Medical Center. They pay particular attention to the role of the course coordinator, the priority of medical student education in a department of psychiatry, the value of small group teaching, and the advantages of a clinical perceptorship given by individual faculty members. Further, the introduction of a system is described in which students choose their clinical assignment. After the introduction of this system student interest in psychiatry improved, the number of unsatisfactory grades decreased, and the number of outstanding grades increased. Following its adoption in psychiatry, all the clinical departments in the medical school inaugurated a similar self-selection method.

Internship for Residents: To be or not to be

Abstract: Public criticism of psychiatry is well taken in some areas, such as neglect of the chronic psychotic patient. Public mistrust of professionals in general is coupled with the demand for more physicians and student demand for relevance, all of which may lead to a degradation of scholarship. Graduate teaching should not be just to produce craftsmen; there must be opportunities to pursue “useless” knowledge. Government interference has added to the overmanagement of medicine. Rules and regulations proliferate—from the public, the National Board, and the American Board of Psychiatry and Neurology (ABPN)—while movements to shorten the undergraduate, medical school, internship, and residency years are gaining support. Change may be good, but large-scale changes must be adequately debated and discussed rather than casually ordered without proper evaluation. Psychiatrists serve as bridges between genetics, biology, and all of clinical medicine on the one hand and the behavioral sciences on the other. Their scholarship must not be neglected.

Being is Believing: Playing the Psychiatric Patient

Abstract: A method is described in which students play the role of an emotionally disturbed individual. Other students conduct the interviews. The student who role-plays a diagnosis has to explain what he said and did in terms of the diagnosis. The method has been successful in reducing anxiety and in enabling students to better grasp psychodiagnostic concepts and skills.

Specialty Certification in Psychiatry and Formal Education of the Psychiatrist: A Survey

Abstract: In this paper, the authors compare certification in psychiatry with certification in eight other medical specialties. They note the high (62%) overall failure rate of those taking the American Board of Psychiatry and Neurology examination. Due to this high failure rate, they feel that psychiatry as a profession is not meeting the challenge to establish a standard of excellence in psychiatric practice. Reasons for the failures are discussed. The authors advocate a clarification of purpose, greater accountability on the part of the board, and accessibility of examination information to Board candidates and residency training programs. They recommend a vital and integrated relationship between training programs and the American Board of Psychiatry and Neurology, Inc.

A Basic Clinical Skills Tutorial for First-Year Psychiatric Residents

Abstract: The basic clinical skills of psychiatric residents beginning work in the general hospital need systematic evaluation. Because of the heterogeneity of previous training and experience each new resident should be required to demonstrate by his performance that he has acquired a basic level of skills in interviewing and evaluating a psychiatric patient and in recording that evaluation. A basic clinical skills tutorial program is described that pursues educational objectives that have specific terminal behaviors, evaluation techniques, and educational strategies. The authors’ experience with the tutorial is discussed including problems encountered in implementation and plans for modification. The tutorial is viewed as preparing residents for the more complex tasks of assessment, treatment planning and implementation, and evaluation of treatment—tasks requiring higher orders of clinical judgment.

A Health Sciences Model for Psychiatric Educators

Abstract: Psychiatry is being held accountable. People want to be protected. Today psychiatry is less isolated, less alien, and more visible. Realignment with medicine is occurring because: (1) biological knowledge is expanding; (2) enthusiasm for a variety of psychiatric roles in the community is waning; and (3) psychiatrists do better as allies of other medical colleagues in negotiating with government and insurance companies, fixing fees, determining qualifications, and setting working conditions. But at what price is the medical model being reembraced? Instead of reinstituting the internship, training directors should: (1) accept a group of nonphysician candidates; (2) assign trainees only to institutions that are actually comprehensive; (3) assay patient satisfaction with care; (4) involve residents in a wide variety of public programs, including those administered by nonphysicians; (5) involve other health professionals in training program evaluation; (6) develop outcome objectives for trainees; (7) provide better foreign medical graduate (FMG) training; and (8) encourage residents to join, etc.

Interdisciplinary Training of Mental Health Professionals

Abstract: Interdisciplinary mental health teams are expected to staff the mental health centers of today and tomorrow. Existing training programs do not prepare staff to work in such settings. Instead of being trained separately and then learning to work as a team, mental health professionals should be trained by interdisciplinary programs. Task analysis suggests that such training should develop knowledge and skill in diagnosis-assessment, treatment, consultation, research, teaching, administration, prevention, and professional identity. A one-year training program for first-year psychiatric residents, psychology interns, and Master’s level students in social work and mental health nursing is described. Didactic teaching and clinical experience would be carried on by university faculty who are also members of a mental health team serving a catchment area in Sacramento County.

A Resident’s View of Mandatory Evaluation

Abstract: Two residents view the mandatory evaluation of psychiatric residents as both imminent and, if properly exercised, desirable. The complexity of the field, the lack of clear role definitions for psychiatrists, the lack of clinical endpoints, and the resident’s wish for mastery, competence, and professional maturity are seen as the basis for this desirability. It is felt that some combination of national or regional standards of knowledge and a departmental evaluation of character, maturity, and accountability could be one model of an evaluation program. The senior-junior colleague nature of the faculty-resident relationship is seen as the critical factor for a program in evaluation. A mental set that includes the concepts of ongoing self-assessment, continuing education, and accountable professional responsibility must be prevalent for both the faculty and the residents. These concepts must have a high priority in the department’s programs if any evaluation program is to succeed.

The Restoration of a Fourth Year of Graduate Training in Psychiatry: Guidelines to Anticipated Problems

Abstract: The new requirements for psychiatric training beginning in July, 1977, extend the training period from three to four years. A minimum of four months of the four years must be spent on primary care medical services. These changes are likely to present problems for psychiatric residency training programs. Guidelines for anticipated problems such as program funding, expanding institutional affiliations, stipend and fringe supports, rotations on primary care services, and filling traditional first-year residency positions in 1977 are offered.