Pub Date : 2024-03-01DOI: 10.1177/00986283241235667
Dana Kotter-Grühn, Daniel Grühn
Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.
背景：参与高效实践（HIPs）与学生的成功和发展息息相关。至于高影响力实践是否能增加学生进入心理学研究生院的机会，目前还知之甚少。参与高效实践可能是学生在竞争激烈的研究生院录取过程中脱颖而出的一种策略。我们的目标是我们研究了（a）学生对高影响力实践项目的可获得性的认知，以及（b）学生对参与高影响力实践项目在心理学研究生项目录取成功中所起作用的认知。研究方法共有 81 位参与研究生项目录取决策的美国心理学教授对 HIPs 和非 HIPs（如 GPA）的可用性、重要性以及对心理学研究生项目录取成功的影响进行了评分。结果：许多 HIPs 都可以广泛使用。在所有的 HIPs 中，只有本科生研究被评为非常重要，并能极大地增加录取机会。参加荣誉课程、写作密集型课程和应用体验则略微增加了录取机会。结论在申请心理学研究生项目时，研究仍然是最有利的 HIP。与大多数 HIP 相比，非 HIP（如成绩、推荐信）对研究生课程的录取更为重要。教学意义：学生、学术顾问和教师导师可以利用本研究的结果，将学生参与 HIP 的情况与毕业后的目标结合起来。
{"title":"Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission","authors":"Dana Kotter-Grühn, Daniel Grühn","doi":"10.1177/00986283241235667","DOIUrl":"https://doi.org/10.1177/00986283241235667","url":null,"abstract":"Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"15 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1177/00986283231219503
Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné
The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Replications of published research are an important element in this revolution as part of the self-correcting process of scientific knowledge production; however, the teaching value of replications is still underutilized thus far. Pedagogical knowledge points to the value of replication as critical to the scientific method of test and retest. Psychology has already begun mass efforts to reproduce previous experiments. Yet, we have very few examples of how analytical and reanalysis replications, after the data come in, contribute to the reproducibility crisis and can be integrated into undergraduate and graduate courses. Replications with quantitative data can be a pedagogical tool for improving student research method skills and introducing them to best research practices via learning-by-doing. This article aims to start filling this gap by offering guidance to instructors in designing and teaching replications for students at various levels and disciplines in the social and behavioral sciences, including a supplementary teaching companion.
{"title":"Teaching Constructive Replications in the Behavioral and Social Sciences Using Quantitative Data","authors":"Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné","doi":"10.1177/00986283231219503","DOIUrl":"https://doi.org/10.1177/00986283231219503","url":null,"abstract":"The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Replications of published research are an important element in this revolution as part of the self-correcting process of scientific knowledge production; however, the teaching value of replications is still underutilized thus far. Pedagogical knowledge points to the value of replication as critical to the scientific method of test and retest. Psychology has already begun mass efforts to reproduce previous experiments. Yet, we have very few examples of how analytical and reanalysis replications, after the data come in, contribute to the reproducibility crisis and can be integrated into undergraduate and graduate courses. Replications with quantitative data can be a pedagogical tool for improving student research method skills and introducing them to best research practices via learning-by-doing. This article aims to start filling this gap by offering guidance to instructors in designing and teaching replications for students at various levels and disciplines in the social and behavioral sciences, including a supplementary teaching companion.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"53 5","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1177/00986283231218943
Julia Glaser, Tobias Richter
Practice tests have been shown to be an effective means to foster long-term retention in higher education, at least compared to restudying (i.e., the testing effect). The present study replicated and extended prior research by examining whether and to what extent the positive effects of testing on long-term retention in a typical psychology lecture transfer to content presented only during initial learning (and not practiced). Using a within-subjects design, we alternated post-lecture multiple-choice practice tests and restudying opportunities in two psychology classes ( N = 67). One week after the final lecture session of a cycle of six weekly lecture sessions, retention of learning content was assessed by comparing performance on questions referring to content practiced via testing, encountered via restudying, or unreviewed. We found a testing effect for practiced content, whereas no transfer effect occurred for untested content from the same lecture sessions. These results show that the testing effect is a powerful learning tool, but also suggest a possible boundary condition pertaining only to explicitly tested content. Practice testing should be integrated regularly in higher education courses to foster long-term retention for a final test. However, educators should take care that important content is fully covered in practice tests.
{"title":"The Testing Effect in the Lecture Hall: Does it Transfer to Content Studied but Not Practiced?","authors":"Julia Glaser, Tobias Richter","doi":"10.1177/00986283231218943","DOIUrl":"https://doi.org/10.1177/00986283231218943","url":null,"abstract":"Practice tests have been shown to be an effective means to foster long-term retention in higher education, at least compared to restudying (i.e., the testing effect). The present study replicated and extended prior research by examining whether and to what extent the positive effects of testing on long-term retention in a typical psychology lecture transfer to content presented only during initial learning (and not practiced). Using a within-subjects design, we alternated post-lecture multiple-choice practice tests and restudying opportunities in two psychology classes ( N = 67). One week after the final lecture session of a cycle of six weekly lecture sessions, retention of learning content was assessed by comparing performance on questions referring to content practiced via testing, encountered via restudying, or unreviewed. We found a testing effect for practiced content, whereas no transfer effect occurred for untested content from the same lecture sessions. These results show that the testing effect is a powerful learning tool, but also suggest a possible boundary condition pertaining only to explicitly tested content. Practice testing should be integrated regularly in higher education courses to foster long-term retention for a final test. However, educators should take care that important content is fully covered in practice tests.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"19 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-03DOI: 10.1177/00986283231217507
Holly Cross, Alison Downey, Abbie Thompson
The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.
{"title":"Improving Information Literacy in Introductory Psychology Through Short, Adaptive Interventions","authors":"Holly Cross, Alison Downey, Abbie Thompson","doi":"10.1177/00986283231217507","DOIUrl":"https://doi.org/10.1177/00986283231217507","url":null,"abstract":"The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"55 8","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1177/00986283231212939
Jeremy R. Becker, Dana Stiles, Madeline J. Bruce
Objective This study examines psychopathology class syllabi to assess if instructors are explicitly referencing destigmatization in their courses. Method We surveyed N = 31 instructors about their opinions on psychopathology classes being an avenue for redressing mental health stigma and qualitatively analyzed N = 29 syllabi to identify these explicit goals. Results Instructors generally believe these courses should redress stigma, that destigmatization should be a main course objective, and that they personally facilitate these discussions in their class. However, only 17% of syllabi had direct references to reducing stigma in their learning outcomes or course description. Conclusion Principles of undergraduate education implore instructors to thoughtfully integrate diversity, equity, and inclusion into their courses, including sensitive discussion of mental health and illness. We discuss possible reasons for the discrepancy between instructors’ voiced objectives and what is listed in their syllabi and offer ideas to make redressing stigma a more salient goal. Teaching Implications Given the themes of psychopathology courses, these instructors are in a unique position to redress stigma regarding mental health. To make an instructor's goal of destigmatization salient, we implore them to list such goals in their syllabi, which our research found was not common.
{"title":"The Prevalence of Destigmatization of Mental Health in Undergraduate Psychopathology Courses","authors":"Jeremy R. Becker, Dana Stiles, Madeline J. Bruce","doi":"10.1177/00986283231212939","DOIUrl":"https://doi.org/10.1177/00986283231212939","url":null,"abstract":"Objective This study examines psychopathology class syllabi to assess if instructors are explicitly referencing destigmatization in their courses. Method We surveyed N = 31 instructors about their opinions on psychopathology classes being an avenue for redressing mental health stigma and qualitatively analyzed N = 29 syllabi to identify these explicit goals. Results Instructors generally believe these courses should redress stigma, that destigmatization should be a main course objective, and that they personally facilitate these discussions in their class. However, only 17% of syllabi had direct references to reducing stigma in their learning outcomes or course description. Conclusion Principles of undergraduate education implore instructors to thoughtfully integrate diversity, equity, and inclusion into their courses, including sensitive discussion of mental health and illness. We discuss possible reasons for the discrepancy between instructors’ voiced objectives and what is listed in their syllabi and offer ideas to make redressing stigma a more salient goal. Teaching Implications Given the themes of psychopathology courses, these instructors are in a unique position to redress stigma regarding mental health. To make an instructor's goal of destigmatization salient, we implore them to list such goals in their syllabi, which our research found was not common.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"129 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1177/00986283231211535
Maureen K. Flynn, Michael J. Bordieri
Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.
{"title":"Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation","authors":"Maureen K. Flynn, Michael J. Bordieri","doi":"10.1177/00986283231211535","DOIUrl":"https://doi.org/10.1177/00986283231211535","url":null,"abstract":"Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"10 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/00986283231206487
Christine Calderon, Jarrod C. Hines
Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.
{"title":"Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes","authors":"Christine Calderon, Jarrod C. Hines","doi":"10.1177/00986283231206487","DOIUrl":"https://doi.org/10.1177/00986283231206487","url":null,"abstract":"Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1177/00986283231202717
Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza
Background Previous work has been done on assessing how much psychology students believe myths, as compared to the general population. This study focuses on the mental health myths discussed in the book 50 Great Myths of Popular Psychology. Objective This study seeks to investigate if Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBBS, Bachelor of Medicine, Bachelor of Surgery) students are more likely than psychology students to accept mental health myths. Methods One hundred and two MBBS students and 209 psychology students at a university in the United Arab Emirates (UAE) were compared in their level of adherence to mental health myths. The measure was based on Lilienfeld et al.'s list of myths focused on mental health, and the comparison was done with a Mann-Whitney test. Results Psychology students came out with greater levels of acceptance of mental health myths. In both groups, the most believed myth pertained to Post Traumatic Stress Disorder. Conclusion In the UAE, students from both MBBS and psychology programs are prone to accepting mental health myths. The lower adherence to mental health myths amongst MBBS students may be due to stricter admissions policies. Teaching implications In the UAE, both MBBS and psychology programs must target efforts in expanding the critical thinking abilities of students, to dispel mental health myths.
之前的研究工作是评估心理学专业的学生与普通大众相比，有多少人相信神话。本研究的重点是在《大众心理学的50个伟大神话》一书中讨论的心理健康神话。目的探讨医学学士、外科学士(MBBS, Bachelor of Medicine, Bachelor of Surgery)专业学生是否比心理学专业学生更容易接受心理健康误区。方法比较阿拉伯联合酋长国某大学102名MBBS学生和209名心理学专业学生的心理健康神话依从性水平。这项测量是基于Lilienfeld等人的关于心理健康的神话列表，并通过曼-惠特尼测试进行比较。结果心理学专业的学生对心理健康神话的接受程度更高。在两组中，人们最相信的神话都与创伤后应激障碍有关。在阿联酋，MBBS和心理学专业的学生都倾向于接受心理健康神话。MBBS学生对心理健康神话的坚持程度较低可能是由于更严格的招生政策。在阿联酋，MBBS和心理学课程都必须努力拓展学生的批判性思维能力，以消除心理健康的神话。
{"title":"Do Psychology Students Believe Mental Health Myths more than Medical Students? A Response from the United Arab Emirates","authors":"Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza","doi":"10.1177/00986283231202717","DOIUrl":"https://doi.org/10.1177/00986283231202717","url":null,"abstract":"Background Previous work has been done on assessing how much psychology students believe myths, as compared to the general population. This study focuses on the mental health myths discussed in the book 50 Great Myths of Popular Psychology. Objective This study seeks to investigate if Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBBS, Bachelor of Medicine, Bachelor of Surgery) students are more likely than psychology students to accept mental health myths. Methods One hundred and two MBBS students and 209 psychology students at a university in the United Arab Emirates (UAE) were compared in their level of adherence to mental health myths. The measure was based on Lilienfeld et al.'s list of myths focused on mental health, and the comparison was done with a Mann-Whitney test. Results Psychology students came out with greater levels of acceptance of mental health myths. In both groups, the most believed myth pertained to Post Traumatic Stress Disorder. Conclusion In the UAE, students from both MBBS and psychology programs are prone to accepting mental health myths. The lower adherence to mental health myths amongst MBBS students may be due to stricter admissions policies. Teaching implications In the UAE, both MBBS and psychology programs must target efforts in expanding the critical thinking abilities of students, to dispel mental health myths.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1177/00986283231200238
William Douglas Woody
{"title":"Obituary for Michael Wertheimer","authors":"William Douglas Woody","doi":"10.1177/00986283231200238","DOIUrl":"https://doi.org/10.1177/00986283231200238","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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