|
Abstracts from Santa Fe |
Using “ER” to Teach Psychotherapeutic Techniques
to Clerkship
Students
Dennis P. McNeilly, Psy.D., Steven P. Wengel, M.D.
University of Nebraska College of Medicine
Department of Psychiatry
Omaha,
Nebraska
The
challenge of teaching psychotherapy to medical students was addressed through
the development of a clerkship seminar that stressed the practical application
of psychotherapeutic techniques to the difficult and/or psychiatric patient.
Clinical patient vignettes from television programs (such as NBC’s
“ER”), were used to illustrate patients who exhibited extremes of emotion
and who may or may not have met full DSM-IV criteria for a personality disorder.
The students’ exposure to these “ER” patients and physicians
provided the students the opportunity to examine the significance of the dynamic
meaning, their own countertransference, and ability to tolerate emotional
interchanges with patients. “ER”
patient vignettes were also used to examine and apply Buckman’s Model for
breaking bad news to patients who have recently undergone a significant loss (Buckman,
1992). A total of 75 third year
medical students participated in the seminar.
Pre and post tests were administered to assess each student’s knowledge
of psychotherapeutic techniques with patients who are commonly perceived as
difficult or who have a personality disorders.
Results of the students’ test scores were significantly improved after
their participation in the seminar. The
clerkship seminar participants also reported the format helped them gaining a
better understanding of how to better deal with difficult patients and patients
with personality traits and/or disorders.
New Clerkship Directors (Just kidding!)
Jonathan Polan, M.D.
Weill Medical College of Cornell University
New York, New York
Thomas Kuhn, M.D.
Wayne State University
Detroit, Michigan
Few who have never held the job appreciate the challenges facing a new clerkship director. Usually, while it is implied you are getting an easy assignment that can be done in your spare time, you are told to rejuvenate an ailing program, develop new clinical sites, and boost recruitment – all at once. How should you, as a new director, prioritize the many tasks in your job description, set initial goals, and accomplish them? I recommend making bottom up and top down preparations -- i.e., gathering intelligence from the students about what works and what doesn’t, and negotiating support from your chair or education director for what you will need -- as soon as you start the job, or before, if possible. What should you ask for? How can you be sure you get it?
1)
provide a
distillation of ingredients that, on the basis of some 13 years as a clerkship
director, I consider the essentials of a successful program, and
2)
offer
participants an opportunity to share their experiences with the group.
Handouts
will include our syllabus and the templates we use for evaluation of and
feedback from the students.
How to Conduct
A Good, Publishable Survey
Frederick S. Sierles, M.D.
Finch University of Health Sciences
The Chicago Medical School
Chicago, Illinois
Objectives:
The
participant will
1.
design a
self-administered (mail or in-person) survey and eventually conduct it and
publish its results.
2.
provide
feedback about surveys – or portions of surveys – conducted by others.
Format:
Each
participant should either
1.
Send me (F.S.S.,
3333 Green Bay Road, North Chicago, Illinois 60064) an in-progress survey
questionnaire before June 1, and tell me whether to review the survey privately
or discuss it with the group.
2.
During
the workshop, select a topic and design a questionnaire.
3.
Constructively
criticize surveys – or portions of surveys – presented at the workshop.
Guidelines
for Self-Administered Questionnaires:
1.
Treat
each survey recipient respectfully, with the goal of developing – through the
mailing and return envelopes, cover letter and question booklet – the
anonymous equivalent of a “researcher-respondent relationship.”
2.
To
increase respondent frankness, be neutral and nonjudgmental, guarantee anonymity
(promises of confidentiality are dubious) and convey that any response is OK.
3.
Presume
that the recipient is a busy person for whom every moment is precious.
4.
Make it
easy to respond, using a trim, compact questionnaire containing closed-ended
forced-choice questions (with open-ended narrative options) and self-addressed
stamped envelopes.
5.
Make it
easy to score and enter the data, using the same principles.
6.
Test
early drafts of (and revise) the questionnaire with small samples of the
proposed larger sample.
7.
Unless
your response rate exceeds 80%, conduct a second or third mailing.
Reference:
Rossi, PH, Wright, JD, Anderson AB, eds. Handbook of Survey Research. San Diego: Academic Press, 1983.
Greg W. Briscoe, M.D.
Eastern Virginia Medical School & Veterans Affairs Hospital
Hampton, Virginia
Many
specific psychiatry clerkship functions require dispersal of information between
the clerkship leadership, medical students, and supervising attendings.
For example, announcements or updates, lecture schedules, and syllabus
contents can all be shared with students, attendings and other personnel.
Teaching materials can be posted and easily viewed and/or downloaded by
staff. Additional items that can be
shared include articles, quiz questions, rotation policies, grading guidelines,
forms, maps, and staff directories. Moreover,
links to Internet based mental health databases can be provided for the
recipient parties. In sum, the
potential for sharing information, educational and administrative, is open to
the creativity of the clerkship director.
In
order to participate in this workshop the participant will not need any previous
background knowledge regarding construction of web pages.
That’s right, none, because this session is constructed with the beginner
in mind. Each step of the way is
spelled out in detail, with correlating screen snapshots. And today’s web page authoring tools (some are free) make
page construction a breeze – it
really is easy as “point-and-click.” In
most cases, it will only take 15-20 minutes to construct the basic design.
However, some previous knowledge regarding use of a computer will be
necessary to participate (e.g., know how to use a mouse, keyboard, and how to
negotiate the Windows operating system). This
presentation will utilize IBM style personal computers, not the Macintosh, Unix,
or Linux systems. The viewer is encouraged to bring her own laptop, but one is
not required.
·
The
observer will learn basic knowledge and techniques needed to create a web page,
from scratch, for their clerkship.
·
The user
will learn how to insert pictures, documents, tables, graphs, and other useful
items into a web page.
·
The user
will learn to effectively tweak the font attributes, page background, page
style, and other items to their satisfaction.
·
The
observer will come to understand how web pages can be organized to reflect their
end user’s needs.
·
The
observer will become familiar with easy to read texts which are available to
help guide them through the process of creating a web page.
·
The
observer will know how to locate further assistance within their home area.
·
The
participant will be given a written, take-home manual for home reference.
Trends in Educational Theory and
Implications for Medical Pedagogy
Martin H. Leamon, M.D., Mark E. Servis, M.D., and Paul D. Cox, MD
University of California Davis Medical Center
Sacramento, California
Educational
Objectives:
By the end of the workshop, the participant should be
able to:
1.
Describe the principles of at least three theories of education
2. Describe how the
application of different theoretical approaches to education has lead to the
development of different teaching methods
3. Identify components
of educational theory that have contributed to the particular pedagogical
technique and style employed by the participant in his/her teaching
Summary:
Pedagogical
technique derived from educational theory can, in its distribution and
adaptation, lose its connection to the underlying fundamental ideas which lead
to its development. Attempts at
instructional or curricular innovation based in pedagogical technique can
founder or become fragmented if not tied to corresponding adaptations in
underlying educational theory.
This workshop will engage the participant in the experience of learning the same material, presented several times, each time using different teaching methods derived from different theories of education. The ensuing presentation/discussion will highlight the different principles of the educational theories and the relationship of developments in educational theory to innovation in pedagogical technique. Participants will be encouraged to provide examples and ideas from their own teaching and experience.
Use of
PowerPoint 97 in Classroom Presentations
Bryce Templeton, M.D., M.Ed.
Eastern Penna Psychiatric Institute
Hahnemann University
Philadelphia,
Pennsylvania
Goals
and Objectives: to
provide the attendee with an orientation to and the development of initial
skills in the use of PowerPoint 97 for use in presentations for medium to large
classrooms, grand rounds, or national professional meetings.
Description: PowerPoint 97 provides an excellent computerized method of
creating slides or overheads for the presentation of lectures to medical school
classes and other professional groups. The
workshop will provide hands on demonstration of how, at an introductory level,
to set up lecture material.
The
workshop will cover the following: getting started with elementary steps; the
utility of the various PowerPoint displays (e.g., individual slides, the
outline, slide layout, practice presentation, etc.); the introduction of scanned
illustrations and some of the pitfalls involved; approaches in coordinating
syllabus materials with classroom projected overheads; methods of using Power
Point during classroom exercises; and the provision of a list of recommended
monographs to assist the instructor. Sample presentations will be provided in hard copy for
participants.
The
workshop should be limited to six individuals.
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