Teaching Psychiatry Residents to Teach: A National Survey

Autor/inn/en	Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John
Titel	Teaching Psychiatry Residents to Teach: A National Survey
Quelle	In: Academic Psychiatry, 37 (2013) 1, S.23-26 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.11080147
Schlagwörter	Problem Based Learning; Student Attitudes; Feedback (Response); Audiovisual Instruction; Psychiatry; Learning Theories; Group Discussion; Seminars; Lecture Method; National Surveys; Administrator Attitudes; Questionnaires; Semi Structured Interviews; Graduate Medical Education; Teaching Methods; Role Playing; Program Development + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Psychiatrie; Learning theory; Lerntheorie; Gruppendiskussion; Seminar; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Programmplanung
Abstract	Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured questionnaire; 95 responded (response rate: 53%). The survey included questions on what, if anything, was provided in the way of formal instruction; the number of seminars offered each year; texts and other materials that were used for teaching; and how seminars were evaluated. Results: The majority (N=69, 73%) of all responding programs provided formal instruction to residents about how to teach. Topics most commonly taught included evaluation and feedback (N=57; 60%), lecturing skills (N=43; 45%), small-group skills (N=40; 42%), learning theory (N=37; 39%), and problem-based learning (N=36; 38%). Instructional methods used were predominantly group discussion (N=62; 65%), lecturing (N=59; 62%), reading of relevant literature (N=35; 37%), role-playing (N=33; 35%), and audiovisual instruction (N=32; 34%). There was a heterogeneity of texts and materials used for teaching. Few of the programs utilized formal validated and reliable tools for evaluating their teaching. Conclusion: Although most programs provided formal teaching, there remains a need to further develop teaching programs and to create model ones. (As Provided).
Anmerkungen	American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10