Showing papers in "Academic Psychiatry in 1984"
7 citations
TL;DR: The results suggested that psychiatrists continue to be involved in a broad spectrum of activities; combining pharmacotherapy with psychotherapy appears to be a dominant trend.
Abstract: One hundred and seventy-two of 334 psychiatrists in the state of Washington returned completed questionnaires inquiring into their practice activities. The results suggested that psychiatrists continue to be involved in a broad spectrum of activities; combining pharmacotherapy with psychotherapy appears to be a dominant trend. Although liaison, inpatient work, and target populations occupy a small percentage of time, future psychiatrists are likely to be increasingly involved in these areas.
7 citations
TL;DR: Seriously depressed, hospitalized, suicidal patients, particularly those sensitized to loss due to childhood bereavement experiences, may be at great risk at a time of resident or therapist change in a training institution.
Abstract: All patients committing suicide while on the official hospital rolls, either as inpatients, day hospital patients, or outpatients, at the New York Hospital, Westchester Division, from January 1, 1979 through June 30, 1982 were reviewed, including patients committing suicide within one month of discharge from inpatient or day hospital status. Nineteen suicides occurred during this study period; these records were reviewed for diagnosis, history of depression, history of childhood separation, and occurrence of recent therapist change. Eighteen of the nineteen patients had histories of depression, while only six of them had recorded histories of childhood separation. Four of these six patients committed suicide while on inpatient status and also had experienced recent therapist change. Excluding the eight recently discharged patients, seven of the eleven remaining suicides occurred within two weeks of a scheduled therapist change, including five of the six inpatient suicides. Thus seriously depressed, hospitalized, suicidal patients, particularly those sensitized to loss due to childhood bereavement experiences, may be at great risk at a time of resident or therapist change in a training institution.
6 citations
TL;DR: To delineate the characteristics of future psychiatrists from other medical students, a questionnaire was distributed to senior medical students in fifteen American medical schools and the results indicate distinctions between future psychiatrists and other students.
Abstract: To delineate the characteristics of future psychiatrists from other medical students, a questionnaire was distributed to senior medical students in fifteen American medical schools. The results of the survey indicate distinctions between future psychiatrists and other students. Prior to medical school, students entering psychiatry were more likely to have majored in social sciences. In medical school, these students are more likely to select psychiatry as their first or second clerkship and feel more comfortable working with psychiatric patients. After graduation, they are more likely to plan academically oriented careers and plan to spend fewer hours devoted to their medical practice.
5 citations
4 citations
TL;DR: The UCLA School Consultation program is described in terms of didactic presentations, weekly seminars and school visitation and observation.
Abstract: Practice in intervention and consultation with school personnel adds to the Child Psychiatrist’s available skills to assist a crucial agency affecting the mental health of almost all children. The UCLA School Consultation program is described in terms of didactic presentations, weekly seminars and school visitation and observation. The value of the program is supplemented by evaluation from the Child Psychiatrists and contrast with other existing programs.
4 citations
TL;DR: A survey of U.S. medical schools revealed an average of 133 hours scheduled for teaching of up to 110 different topics during the freshman and sophomore years in courses on behavioral sciences.
Abstract: A survey of U.S. medical schools reveals an average of 133 hours scheduled for teaching of up to 110 different topics during the freshman and sophomore years in courses on behavioral sciences. There is only general correlation between what medical schools emphasize and what is evaluated in National Board Examinations, Part I.
4 citations
TL;DR: Analysis of 14 items considered especially relevant to the clerkship experience indicated that the clerkships tended to strengthen pre-existing positive attitudes with no change in negative attitudes.
Abstract: Four categories of medical student attitudes were measured: attitudes toward psychiatry and psychiatrists; treatability of psychiatric patients; likeability of psychiatric patients; attitudes toward the medical profession. Albert Einstein College of Medicine (AECM) students showed preto post-clerkship positive attitude change in their attitude toward psychiatry and psychiatrists and treatability of psychiatric patients. Ben-Gurion University (Israel) students showed no changes in attitude scores. Analysis of 14 items considered especially relevant to the clerkship experience indicated that the clerkship tended to strengthen pre-existing positive attitudes with no change in negative attitudes.
4 citations
TL;DR: In this paper, the authors share a replicable methodology featuring the learning principles of lectures, tutorials, small group instruction and supervision, and incorporate tables of characteristics and principles of clinical teaching models.
Abstract: Growing concerns about preparation, coaching and supervision of psychiatry residents as instructors generated a unique, experiential workshop design for teaching instructional skills. The authors share a replicable methodology featuring the learning principles of lectures, tutorials, small group instruction and supervision. Mimicking the workshop content paradigm, the paper incorporates tables of characteristics and principles of clinical teaching models. Assessed resident attitudes toward teaching fell in step with a previously reported attitudinal survey1 with this exception: that residents were interested in instructional skill training and the workshop was positively valued by residents. Preliminary evaluation data also indicate that the workshop produced knowledge change.
3 citations
TL;DR: Results of this survey indicate that the Beginning Psychiatry Training Syndrome does exist and three factors were seen by over 90 percent of the residents to be causally important: competing theories and ambiguity within them, conflict between the medical model and the biopsychosocial model, and absence of emotional support.
Abstract: One hundred and nine psychiatric residents distributed in fifteen of sixteen Canadian psychiatric residency programs completed a questionnaire constructed to determine whether the Beginning Psychiatry Training Syndrome exists in Canadian programs. Results of this survey indicate that the syndrome does exist. Large percentages of residents experienced the prodomal, reaction, and resolution phases of this syndrome. Three factors were seen by over 90 percent of the residents to be causally important: competing theories and ambiguity within them, conflict between the medical model and the biopsychosocial model, and absence of emotional support. Implications for training programs are discussed.
3 citations
TL;DR: In this paper, the authors test the hypothesis that clinical psychologists might be a potential pool for recruitment into psychiatry, 126 clinical psychology graduate students and 81 psychiatry residents were surveyed and found that these groups are similar in their self descriptions, their interest in human motivation, and their perception of emotional difficulties in themselves and family members.
Abstract: In order to test the hypothesis that clinical psychologists might be a potential pool for recruitment into psychiatry, 126 clinical psychology graduate students and 81 psychiatry residents were surveyed. These groups are similar, particularly in their self descriptions, their interest in human motivation, and their perception of emotional difficulties in themselves and family members. These similarities could mean that the two groups represent a common pool of students that could be recruited into either profession. Since the mean age of decision for psychologists was nineteen, psychiatry must have an influence on these potential recruits in high school or early in college.
TL;DR: A written treatment summary to teach the concept of psychotherapeutic process is part of a seminar on psychoanalytic psychotherapy for PGY-III psychiatric residents as mentioned in this paper.
Abstract: A written treatment summary to teach the concept of psychotherapeutic process is part of a seminar on psychoanalytic psychotherapy for PGY-III psychiatric residents. It supplements individual supervision and focuses particularly on the therapeutic engagement as reflected by clinical condition, motivational changes and the vicissitudes of transference, countertransference, therapeutic alliance, and resistance. The macroscopic view enables residents to assess better the positive impact of their efforts and of how psychotherapy works.
TL;DR: Residents who chose academic careers were more likely to have trained at highly ranked programs and at large programs and to have remained in the geographic state where they trained.
Abstract: The authors surveyed psychiatric residency directors to determine the first positions chosen by 1978 and 1979 graduates and any correlates to these choices. Over half of these graduates spend the majority of their time working in the public sector. Residents who chose academic careers were more likely to have trained at highly ranked programs and at large programs. Other correlates included completion of an internship and foreign medical graduate status. Two-thirds of the graduates remained in the geographic state where they trained. The findings have relevance for policy planners and those interested in academic manpower issues.
TL;DR: This article assessed the relation between medical students personality variables and their attitudes toward psychiatry and found that warm and interpersonally oriented students had neither systematically positive or negative attitudes, while confident and assertive students viewed psychiatry as ineffectual and dependent; passive students perceived psychiatry as inducing anxiety in patients.
Abstract: The present study assessed the relation between medical students personality variables and their attitudes toward psychiatry. Contrary to several previous reports, warm and interpersonally oriented students had neither systematically positive or negative attitudes. However, confident and assertive students viewed psychiatry as ineffectual and dependent; passive students perceived psychiatry as inducing anxiety in patients. The results suggest that the instrumentally oriented students might benefit from clerkships that emphasize the functional as opposed to the affective-expressive while the easily threatened students require reassurance and therapeutic teaching.
TL;DR: A tutorial teaching program for medical students, previously found highly effective at Ohio State University, was adapted for use at the University of South Carolina, finding it effective for increasing cognitive knowledge, for promoting positive attitudes, and for increasing interest in psychiatry as a career choice.
Abstract: A tutorial teaching program for medical students, previously found highly effective at Ohio State University (OSU), was adapted for use at the University of South Carolina (USC). Three classes of USC students obtained mean scores well above average on the psychiatry National Board Examination; at OSU a similar trend has persisted for seven consecutive years. Students also reported positive attitudes toward psychiatrists and psychiatry and entered psychiatry residency training at a rate higher than the national average. Tutorial teaching is effective for increasing cognitive knowledge, for promoting positive attitudes, and perhaps for increasing interest in psychiatry as a career choice.
TL;DR: Attitudes toward psychiatric disease and the biopsychosocial model were studied to determine their relation to career choice in psychiatry and suggest that first year Medical Behavioral Science curriculum, which focuses on direct student exposure to psychiatrists and other interdisciplinary faculty working with medical patients, can positively influence attitudes.
Abstract: Attitudes toward psychiatric disease and the biopsychosocial model were studied to determine their relation to career choice in psychiatry. A cross-sectional sample of 319 undergraduate medical students and 24 Medical Behavioral Science Faculty participated in the study. Differences related to gender, undergraduate major, class, and anticipated medical specialty were found to be related to scores on nine attitudinal factors. Students planning to specialize in primary care and psychiatry shared similar and relatively accepting attitudes toward a biopsychosocial mode of illness, but diverged with respect to attitudes toward psychiatric illness. The implications of this finding with regard to psychiatric education and recruitment are discussed. The data also suggests that first year Medical Behavioral Science curriculum, which focuses on direct student exposure to psychiatrists and other interdisciplinary faculty working with medical patients, can positively influence attitudes.
TL;DR: A seven-item multiple-choice questionnaire assessing attitudes toward electroconvulsive therapy was given to students of the Cornell University Medical College at the start and conclusion of their six-week clerkship in psychiatry.
Abstract: A seven-item multiple-choice questionnaire assessing attitudes toward electroconvulsive therapy was given to twenty-nine students of the Cornell University Medical College at the start and conclusion of their six-week clerkship in psychiatry. Attitudes toward ECT, which were generally favorable initially, shifted largely in a positive direction following direct clinical experience with patients undergoing ECT. Factors responsible for students’ attitudes at the beginning and conclusion of the clerkship are discussed, and the importance of students having an opportunity to observe and follow patients with ECT during the course of a psychiatric clerkship is emphasized.
TL;DR: An integrated program developed at Ohio State University that teaches basic counseling and interviewing skills within the context of the general medical interview is described in this article, where participants in the program demonstrated improved performance on two measures of interviewing effectiveness as a result of a nine-session skills training program and reported favorable reactions to course content and methodology.
Abstract: An integrated program developed at Ohio State University that teaches basic counseling and interviewing skills within the context of the general medical interview is described. Student participants in the program demonstrated improved performance on two measures of interviewing effectiveness as a result of a nine-session skills training program and reported favorable reactions to course content and methodology.
TL;DR: In this article, a set of developmental box modules was developed to help make cognitive learning of developmental principles easier and more interesting, organized around Erikson's developmental stages, but including other theoretical development concepts.
Abstract: A set of developmental box modules was developed to help make cognitive learning of developmental principles easier and more interesting. Organized around Erikson’s developmental stages, but including other theoretical development concepts, each box contains approximately fifty items including artifacts and pictured activities typical or symbolic of a particular developmental task. Also included are books appropriate for use by persons at a particular stage or by parents of children at a particular stage.
TL;DR: In this article, the experiences of a supervisor/supervisee pair who experimented with a new mode of direct psychotherapy supervision were described. And they compared this method with traditional supervisory methods and found it superior in several respects.
Abstract: This paper reports the experiences of a supervisor/supervisee pair who experimented with a new mode of direct psychotherapy supervision. The supervisor attended most therapy sessions and directed his interventions to the supervisee. Both compared this method with traditional supervisory methods and found it superior in several respects.
TL;DR: This paper presents a six-hour workshop format through which medical students and house staff can acquire the rudiments of clinical hypnosis.
Abstract: Hypnosis offers a model of the importance of physician-patient interaction in health and illness. Hypnosis tends to be viewed as a “technique” and can highlight the power of therapeutic communication to biomedical physicians. This paper presents a six-hour workshop format through which medical students and house staff can acquire the rudiments of clinical hypnosis. Psychiatry can render a useful service to primary care medicine by making provisions for training in hypnosis in core psychiatric education.
TL;DR: Survey of graduate students enrolled in clinical psychology programs found a significant proportion had been interested in medicine but opted for a different career track, implications for the recruitment of psychiatrists are discussed.
Abstract: Psychiatric residency training programs have witnessed a dramatic drop in applicants while enrollments in clinical psychology programs have continued to rise. We explored the hypothesis that many students interested in a career in mental health are no longer applying to medical school. We surveyed graduate students enrolled in clinical psychology programs and found a significant proportion had been interested in medicine but opted for a different career track. Implications of our study for the recruitment of psychiatrists are discussed.
TL;DR: Application of techniques to teaching the principles of development in child psychiatry as part of the pediatric term for fifth-year medical students is detailed, with utilization of edited tape footage of children of various developmental stages.
Abstract: The development of video techniques in child psychiatry is reviewed. Application of techniques to teaching the principles of development in child psychiatry as part of the pediatric term for fifth-year medical students is detailed, with utilization of edited tape footage of children of various developmental stages. Reference is made to the use of videotapes in postgraduate training in developmental psychiatry and child psychiatry. An approach toward use of a “videotest” in evaluation of psychiatric learning is described. The use of videotaped clinical interviews in forming an archive for behavioral analysis in research on depressed mothers and their children is reported.
TL;DR: It is recommended that some psychiatrists at all schools teach the physical examination to neophyte students for several reasons, including better working relationships with medical colleagues and role modelling for future psychiatrists.
Abstract: In the first-year course at UHS/The Chicago Medical School, the teaching of the physical examination by a senior psychiatrist was rated highly compared to teaching by internists and surgeons. A national survey identified seventy-one psychiatrists at thirteen schools teaching the basic physical examination. These schools had more graduates that chose residencies in psychiatry than did those schools where such teaching did not occur. For several reasons, including better working relationships with medical colleagues and role modelling for future psychiatrists, we recommend that some psychiatrists at all schools teach the physical examination to neophyte students.