Teaching Psychosomatic Medicine Using Problem-Based Learning and Role-Playing

Autor/in	Heru, Alison M.
Titel	Teaching Psychosomatic Medicine Using Problem-Based Learning and Role-Playing
Quelle	In: Academic Psychiatry, 35 (2011) 4, S.245-248 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.35.4.245
Schlagwörter	Graduate Medical Education; Physicians; Problem Based Learning; Psychiatry; Teaching Methods; Drug Therapy; Role Playing; Skill Development; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Physician; Doctor; Arzt; Problem-based learning; Problemorientiertes Lernen; Psychiatrie; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Objective: Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. Method: The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family. Results: Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases. Conclusion: Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10