Showing papers in "Academic Psychiatry in 1983"
TL;DR: While the four groups were in high agreement on the importance of most topics, nonpsychiatric physicians differed on: the diagnosis of learning disorders, understanding and management of common behavioral problems, adolescent drug abuse, and ability to do brief supportive psychotherapy.
Abstract: The author surveyed child psychiatrists, general psychiatrists, family practitioners, and pediatricians about the role of child psychiatry in the undergraduate medical curriculum. While the four groups were in high agreement on the importance of most topics, nonpsychiatric physicians differed on: the diagnosis of learning disorders, understanding and management of common behavioral problems, adolescent drug abuse, and ability to do brief supportive psychotherapy. A model curriculum is proposed based on survey results.
9 citations
8 citations
TL;DR: The authors report the results of a questionnaire distributed to chairmen of academic departments of psychiatry and commissioners of mental health concerning the use of state hospitals to train university psychiatry residents about the factors that are important to ensure a good state hospital educational experience.
Abstract: The authors report the results of a questionnaire distributed to chairmen of academic departments of psychiatry and commissioners of mental health concerning the use of state hospitals to train university psychiatry residents. Data presented reflect the opinions of chairmen and commissioners concerning the factors that are important to ensure a good state hospital educational experience, the advantages and disadvantages of such programs, and the characteristics of those relationships where university residents are trained on state hospital services not controlled by the chairmen. Survey results are discussed, and the administrative, service, and educational components of a successful program in Oregon are described.
8 citations
TL;DR: The results of this survey showed that the majority of programs offer some services, such as part-time residencies, support groups, as well as the traditional paid sick leave and social activities, however, these results also show that family oriented support services were rarely offered.
Abstract: All psychiatric residency programs in the U.S. were surveyed in 1979–80 regarding the extent of psychosocial services available to psychiatric residents. This study addressed four questions: (1) What is the availability of different kinds of psychosocial support? (2) Is the availability of this support related to either the geographic region or the size of the program? (3) What patterns of support exist? and (4) What is the range of variation in frequency of night call and length of vacation? On the basis of an 86 percent response rate, the results of this survey showed that the majority of programs offer some services, such as part-time residencies, support groups, as well as the traditional paid sick leave and social activities. However, these results also show that family oriented support services, such as on-site child care for residents who are parents, family support groups, and the availability of financial advisors, were rarely offered.
6 citations
TL;DR: The ability of medical students to delineate psychopathology with a standardized rating scale did not correlate significantly with other measures of psychiatric ability employed by a University Department of Psychiatry, indicating that it may be premature to use such instruments in the formal assessment of students of psychiatry.
Abstract: The ability of medical students to delineate psychopathology with a standardized rating scale did not correlate significantly with other measures of psychiatric ability employed by a University Department of Psychiatry. Although these findings indicate that it may be premature to use such instruments in the formal assessment of students of psychiatry, its use proved valuable in stimulating discussion on the need for standardization in the delineation of psychopathology, and the difficulties involved therein.
5 citations
TL;DR: To help residents meet the challenges of beginning psychiatric training, the author formed a Transition to Residency Seminar for first-year residents, which helped them develop closer relationships with each other and the faculty and provided anticipatory cognitive guidance to ease their transition into psychiatric training.
Abstract: To help residents meet the challenges of beginning psychiatric training, the author formed a Transition to Residency Seminar for first-year residents. Residents met informally in their homes during the year to discuss journal articles pertaining to the beginning psychiatry training syndrome, emotional illness in residents, the stresses of the in-patient milieu, supervision, and problems of women and blacks in a psychiatric residency. The seminar was moderated by the author, a second-year resident. Chief residents and faculty attended when invited by the first-year residents. After one year, the residents reported that the seminar had helped them develop closer relationships with each other and the faculty and had provided anticipatory cognitive guidance to ease their transition into psychiatric training.
5 citations
TL;DR: Differences among the categories of students were identified that have implications for the recruitment of psychiatrists and the education of medical students in psychiatry.
Abstract: Thirty senior medical students were interviewed and given personality and medical specialty preference tests in order to identify the major factors which had influenced their choice of specialty. Of particular interest were the factors that differentiated potential psychiatrists from all others, and within the “potential” group, the students who chose psychiatry from those who did not. Six hypothetical categories of medical students were constructed from the data, and characteristics of students assigned to each category were compared. Differences among the categories of students were identified that have implications for the recruitment of psychiatrists and the education of medical students in psychiatry.
4 citations
4 citations
TL;DR: The Department of Psychiatry at Baylor College of Medicine provides experiential group conferences as part of the general psychiatry residency curriculum of second-year residents as mentioned in this paper, which are complementary and do not overlap in specific important areas.
Abstract: The Department of Psychiatry at Baylor College of Medicine provides experiential group conferences as part of the general psychiatry residency curriculum of second-year residents. One conference utilizes the conceptual framework and experiential format developed by the A. K. Rice Institute (AKRI), and the other conference employs concepts and techniques developed by the National Training Laboratories. This report presents statistical and descriptive assessments of the conference supporting the departmental hypothesis that the educational “products” of the experiences are complementary and do not overlap in specific important areas.
4 citations
TL;DR: The measurement of change in diagnostic reasoning in medical students and psychiatric residents who received educational intervention is reported.
Abstract: The development of a new method of assessing diagnostic reasoning in the initial psychiatric interview is described. The University of Vermont Diagnostic Process Test is designed to obtain the clinician-subject’s open-ended responses to a segmented videotape of a psychiatric case. Protocols are content-analyzed and results quantified to produce four indices of diagnostic competence. These include the generation and the tracing of hypotheses, the justification of diagnosis and management planning, and the accuracy of diagnosis. This article reports the measurement of change in diagnostic reasoning in medical students and psychiatric residents who received educational intervention. Results of the two preliminary studies are discussed.
4 citations
TL;DR: In this article, a principal component analysis of the semantic differential used to evaluate these attitudes helped to better understand this negative view of "patient" and "psychiatrist" and found that no underlying key characteristics such as empathy or dogmatism seemed related to these attitudes.
Abstract: Though our student sample stems from a different cultural background, our results confirm earlier findings of rather “negative” attitudes. “Patient” is perceived as being very different from the students themselves and from medical specialists. A principal component analysis of the semantic differential used to evaluate these attitudes helped to better understand this “negative” view of “patient” and “psychiatrist.” Despite the difficulty of changing attitudes, selection politics taking into account these attitudes would be problematic as no underlying key characteristics such as empathy or dogmatism seemed related to these attitudes upon analysis of their variation.
TL;DR: A support group for psychiatric residents is described and contrasted with another group described, using the experiences of the two groups and other reports in the literature to address issues that need to be addressed.
Abstract: A support group for psychiatric residents is described and contrasted with another group described. Issues that need to be addressed in the planning of such groups are whom to include and at what stage of residency, the structure and setting of the group, the choice of moderator, and the role of faculty. Specific suggestions addressing these issues are made using the experiences of the two groups and other reports in the literature.
TL;DR: This paper explored some of the adaptations made during the medical training period comparing men and women on a number of demographic and psychological variables and found that personality traits of instrumentality and expressiveness may be important moderators of the responses made to the stresses of training and that a wider range of responses may permit more flexible adaptations.
Abstract: The present study explores some of the adaptations made during the medical training period comparing men and women on a number of demographic and psychological variables. Medical students and house officers were also compared on these variables. The results showed few significant sex or group differences. The house officers reported more depression and anger in response to pressure than the medical students. When sex role identification (as measured by the PAQ) was analyzed, there were significant differences in distress levels (anxiety, depression and anger/hostility). In all cases, those in the androgynous group reported the least distress, suggesting that personality traits of instrumentality and expressiveness may be important moderators of the responses made to the stresses of training and that a wider range of responses may permit more flexible adaptations.
TL;DR: In this article, an approach for teaching psychiatric interviewing that relates closely to the aspects of physical diagnosis that medical students are learning was developed, including interview analogies to the physical exam skills of observation, palpation, auscultation, and percussion, as well as psychiatric review of systems.
Abstract: The authors have developed an approach for teaching psychiatric interviewing that relates closely to the aspects of physical diagnosis that medical students are learning. This includes interview analogies to the physical exam skills of observation, palpation, auscultation, and percussion, as well as psychiatric review of systems. Relevance of interview techniques to medical management is dramatized by a medical anecdote. Techniques explained include: open-ended questions, using the patient’s coinage, use of silence, and reading nonverbal communication and connotations of verbal communication. Mental defense mechanisms are illustrated by examples relating to the student’s situation. The article provides sample wording actually used with students. Students receiving this approach showed significant (p <.01) improvement on an attitude scale compared to no significant change for control students in similar preceptorships without this approach.
TL;DR: The Empirical Mental Status Exam (EMSE) as discussed by the authors is a standardized test for mental health that is based on well-defined behavioral variables and specific tests of cognitive functioning.
Abstract: The development of the Empirical Mental Status Exam is described. Its objectivity derives from observations of well-defined behavioral variables and from specific tests of cognitive functioning. Clear guidelines are offered for interpretation. Long usage indicates its utility as a clinical and teaching tool.
TL;DR: In this article, the author offers forth his own perspective regarding the residency experiences as an opportunity for growth and maturation, and describes the emotional turmoil during the residency as a commonplace occurrence.
Abstract: Psychiatric training may involve a transition from the medical model of interpersonal interaction to that of a more mutual participation mode of treatment. Emotional turmoil during the residency is a commonplace occurrence. Views of prospective psychiatrists are presented. The author offers forth his own perspective regarding the residency experiences as an opportunity for growth and maturation.
TL;DR: In this article, a model for residency training in psychiatry is presented based on a series of maturational steps in professional identity, resolving phase specific learning tasks enables the resident to acquire such attributes as psychiatric physicianhood, disciplined subjectivity, and professional competence and freedom.
Abstract: A model for residency training in psychiatry is presented based on a series of maturational steps in professional identity. According to this view, resolving phase specific learning tasks enables the resident to acquire such attributes as psychiatric physicianhood, disciplined subjectivity, and professional competence and freedom. At each level or phase there is a characteristic method, locus type of relationship, and integrating frame of reference that best facilitates learning. Some applications of the model, including the integration of specific curriculum objectives, are discussed.
TL;DR: Nine psychiatric residents took multiple choice tests based on the American Board of Psychiatry and Neurology certification examinations annually for each of three years while in training at the University of Oregon Health Sciences Center, and rankings consistently improved as the residents progressed through the training program.
Abstract: Nine psychiatric residents took multiple choice tests based on the American Board of Psychiatry and Neurology certification examinations annually for each of three years while in training at the University of Oregon Health Sciences Center. Analysis of variance techniques was used to study both the test scores and the residents’ numerical rankings among their colleagues. While the actual scores varied from year to year, the rankings consistently improved as the residents progressed through the training program.
TL;DR: In this paper, a questionnaire derived from the content of the psychiatry clerkship objectives was sent to 116 supervisors and 80% of the responses indicated that most of the objectives are being taught, with a high degree of concordance between core faculty who developed the teaching objectives and supervising faculty who implement them.
Abstract: Eighty-three percent of 116 supervisors responded to a questionnaire derived from the content of the psychiatry clerkship objectives. There was almost unanimous agreement on the data-gathering and data-integrating skills, i.e., basic interviewing skills, but less on management skills and core knowledge. Overall, the results indicated that most of the objectives are being taught. There is a high degree of concordance between core faculty who developed the teaching objectives and supervising faculty who implement them.