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Suicide Education and Postvention Training: A Promising Workshop to Incorporate into Psychiatry Residency Training. 自杀教育和自杀后预防培训:纳入精神病学住院医师培训的前景良好的研讨会。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-29 DOI: 10.1007/s40596-024-02014-5
Paige C Chardavoyne, Mara Pheister
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引用次数: 0
Night Swimmers. 夜泳者
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-24 DOI: 10.1007/s40596-024-02015-4
Paul Brandfonbrener
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引用次数: 0
Implementation of a Consultative Medication Teaching Clinic in an Academic Child and Adolescent Psychiatry Outpatient Clinic. 在儿童和青少年精神病学学术门诊开设药物教学咨询门诊。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-23 DOI: 10.1007/s40596-024-02016-3
Courtney Romba, Aron Janssen, Jasleen Singh, Christy Ky
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引用次数: 0
Clinical Teaching of Demoralization: Challenges and Opportunities. 士气低落的临床教学:挑战与机遇。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-23 DOI: 10.1007/s40596-024-02005-6
Angela Landerholm, Damien M Miran, Stephanie C Tung, Ilana M Braun, Hermioni L Amonoo, John R Peteet
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引用次数: 0
Getting Comfortable Being Uncomfortable: Improvisation as Feedback. 让不自在变得自在:作为反馈的即兴表演
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-23 DOI: 10.1007/s40596-024-02017-2
Eric N Kramer
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引用次数: 0
Creation of a 4-Year Combined General Psychiatry/Child and Adolescent Psychiatry Residency: Rationale, Description, and Expected Competency Outcomes 创建四年制普通精神病学/儿童和青少年精神病学联合住院医师培训:理由、说明和预期能力成果。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-15 DOI: 10.1007/s40596-024-02009-2
Julie Mary Sadhu, John Q. Young, Jeffrey Hunt
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引用次数: 0
A Psychiatry Clerkship Orientation Based on Bite-Sized Teaching and Chalk Talks. 基于 "一口式教学 "和 "粉笔演讲 "的精神病学实习指导。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-10 DOI: 10.1007/s40596-024-02010-9
Alexander J Hish

Objective: Chalk talks are a subtype of bite-sized teaching with potential benefits over conventional teaching methods, including their use of visuals, adaptability, and potential to be more engaging. The objective of this study was to develop and evaluate the effectiveness of an orientation curriculum for medical students during the psychiatry clerkship based on bite-sized teaching and chalk talks.

Methods: A series of brief (10 min) lectures were developed covering fundamental skills in psychiatry, including psychiatric interview, mental status exam, and differential diagnosis. Talks were presented to medical students by the study author on the first day of their psychiatry clerkship in 60-min group educational sessions with 10-15 students per group. Data was gathered in pre- and post-session surveys that measured response to 4 knowledge-based questions on mental status exam terminology, 3 questions assessing confidence in completing skills associated with the talks, and 3 questions assessing beliefs regarding these skills.

Results: Fifty-six medical students participated in the educational sessions and completed pre- and post-session surveys. Students showed significant improvement from pre- to post-session in answering knowledge questions and perceived confidence in all skills, and indicated significant change in their beliefs regarding these topics.

Conclusions: Although this is a small study without a control group, the results provide initial evidence that approaches to teaching foundational psychiatry topics based on bite-sized teaching and chalk talks may be an acceptable and more time-efficient alternative to a traditional lecture-based curriculum, and can produce significant changes in knowledge and attitudes.

目的:粉笔演讲是点题教学的一种子类型,与传统教学方法相比,粉笔演讲具有潜在的优势,包括使用视觉效果、适应性强以及可能更具吸引力。本研究的目的是在精神病学实习期间为医科学生开发和评估基于咬文嚼字教学和粉笔讲座的定向课程的有效性:方法:开发了一系列简短(10 分钟)的讲座,内容涵盖精神病学的基本技能,包括精神科访谈、精神状态检查和鉴别诊断。讲座由研究作者在医学生精神科实习的第一天以 60 分钟的小组教育形式进行,每组 10-15 名学生。通过课前和课后调查收集数据,调查内容包括对 4 个有关精神状态检查术语的知识性问题的回答、3 个评估学生完成讲座相关技能的信心的问题,以及 3 个评估学生对这些技能的信念的问题:56 名医科学生参加了教育课程,并完成了课前和课后调查。从课前到课后,学生们在回答知识问题和对所有技能的自信心方面都有了明显提高,并表示他们对这些主题的信念也有了明显改变:虽然这是一项没有对照组的小型研究,但研究结果提供了初步证据,表明基于点滴教学和粉笔讲座的精神病学基础主题教学方法可能是一种可接受的、更省时的方法,可替代传统的讲授式课程,并能在知识和态度上产生显著变化。
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引用次数: 0
The Impact of the Psychiatry Medical Student Scholars Program. 精神病学医学生学者计划的影响。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-10 DOI: 10.1007/s40596-024-02006-5
Wan Y Kwok, Niki Moftakhor, Peirce Johnston, Brian Evans, Melissa DelBello

Objective: Providing medical students with psychiatry research opportunities early in their careers may contribute to fostering career interests and increasing research literacy and interest. In this report, the authors describe the Psychiatry Medical Student Scholars Program (MSSP) at the University of Cincinnati College of Medicine and the results from a survey of its impact on student career outcomes over 9 years.

Methods: All MSSP participants were invited to complete an online survey via SurveyMonkey to assess the impact of the program on their interest in psychiatry and research.

Results: The MSSP began in 2012 with one student. There have been 47 MSSP participants from 2012 to 2021. Rapid growth of the MSSP was seen with class sizes ranging from 1 to 11. At the time of survey, nineteen MSSP alumni graduated medical school and 28 were still in medical school. Sixty-six percent of eligible participants responded, with a 53% response rate for medical school alumni and a 75% response rate for current medical students. Nine out of nineteen (47%) MSSP students who had graduated from medical school selected a career in psychiatry. Eighty-four percent of participants had presented or published their research. Sixty-eight percent of participants reported that the program has been valuable in deciding their future specialty.

Conclusions: Participants tended to credit exposure to psychiatric research as medical students with fostering interest in the field and aiding in their career decisions. The components of the program described can be replicated at other institutions to increase exposure to psychiatric research.

目的:在医学生职业生涯的早期为他们提供精神病学研究机会有助于培养他们的职业兴趣,提高他们的研究素养和兴趣。在本报告中,作者介绍了辛辛那提大学医学院的精神病学医学生学者项目(MSSP)以及该项目 9 年来对学生职业成果影响的调查结果:方法:邀请所有MSSP参与者通过SurveyMonkey完成在线调查,评估该项目对他们对精神病学和研究的兴趣的影响:MSSP始于2012年,当时只有一名学生。从 2012 年到 2021 年,共有 47 名 MSSP 学员。MSSP 发展迅速,班级规模从 1 人到 11 人不等。在调查期间,19 名 MSSP 校友已从医学院毕业,28 名仍在医学院就读。符合条件的参与者中有 66% 进行了回复,其中医学院校友的回复率为 53%,在校医学生的回复率为 75%。医学院毕业的 19 名 MSSP 学生中有 9 人(47%)选择了精神病学专业。84%的参与者曾发表或出版过自己的研究成果。68%的参与者表示,该项目对他们决定未来的专业很有价值:结论:参加者倾向于认为,作为医学生接触精神病学研究能够培养他们对该领域的兴趣,并有助于他们做出职业决定。其他机构也可以效仿该计划的内容,增加对精神科研究的接触机会。
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引用次数: 0
Providing Education in Safe Settings: A Framework for Postgraduate Programs to Promote Workplace Safety for Residents. 在安全的环境中提供教育:促进住院医师工作场所安全的研究生课程框架。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1007/s40596-024-02008-3
Shaheen A Darani, Sabrina Agnihotri, Certina Ho, Lesley Wiesenfeld, Sanjeev Sockalingam
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引用次数: 0
Teaching Psychiatry Faculty to Address Unconscious Bias: Implementation of a Large-Scale Intervention. 教精神病学教师应对无意识偏见:实施大规模干预。
IF 2.2 4区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1007/s40596-024-02012-7
Shaheen A Darani, Amy Gajaria, Nikhita Singhal, Certina Ho, Fiona Rawle
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引用次数: 0
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