Psychopharmacology Curriculum Field Test

Autor/inn/en	Zisook, Sidney; Balon, Richard; Benjamin, Sheldon; Beresin, Eugene; Goldberg, David A.; Jibson, Michael D.; Thrall, Grace
Titel	Psychopharmacology Curriculum Field Test
Quelle	In: Academic Psychiatry, 33 (2009) 5, S.358-363 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.33.5.358
Schlagwörter	Graduate Medical Education; Schizophrenia; Physicians; Field Tests; Pharmacology; Educational Assessment; Program Evaluation; Telephone Surveys; Interviews; Program Effectiveness; Pharmaceutical Education; Administrator Attitudes; College Curriculum; Curriculum Design; Graduate School Faculty + Suchen Sie Ihr Suchwort? Schizophrenie; Physician; Doctor; Arzt; Praxisübung; Arzneikunde; Education; assessment; Bewertungssystem; Programme evaluation; Programmevaluation; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Lehrplangestaltung
Abstract	Objective: As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology's Model Psychopharmacology Curriculum to develop a multimodal, interactive training module. This article describes the module, its development, and the results of a field trial to test its feasibility and usefulness. Methods: Nineteen residency programs volunteered to use the module during the first half of the 2007-2008 academic year. Evaluation consisted of a structured phone interview with the training director or teaching faculty of participating programs during February and early March 2008, asking whether and how they used the curriculum, which components they found most useful, and how it was received by faculty and residents. Results: Of the 19 programs, 14 used the module and 13 participated in the evaluation. The most commonly used components were the pre- and postmodule questions, video-enhanced presentation, standard presentation, problem- or team-based teaching module, and other problem-based teaching modules. No two programs used the module in the same fashion, but it was well received by instructors and residents regardless of use. Conclusion: The results of this field trial suggest that a dynamic, adult-centered curriculum that is exciting, innovative, and informative enough for a wide variety of programs can be developed; however, the development and programmatic barriers require considerable time and effort to overcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10