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Abstracts from Santa Fe |
Evaluation
of Case-Presentation Instructional Material
for 3rd
Year Clerkship Students
Bryce Templeton, M.D., M.Ed.
Eastern Penna Psychiatric Institute
Hahnemann University
Philadelphia,
Pennsylvania
Goals
and Objectives:
to provide the attendee with information about how to improve case presentation
skills of 3rd year medical students during a psychiatry clerkship.
Description: This is a report of a study which was conducted with 3rd
year students during their 6-weeks psychiatry clerkship.
The purpose of the study was to determine if a 5-page written document on
how to give verbal summaries of clinical findings would improve students’
case-presentation skills.
The
method of the study was as follows. On
a random basis, each 6-weeks block throughout the academic year was assigned as
a hand-out block or a no-hand-out block.
At the beginning of each handout block, each student was given a 3-page
document describing how to give verbal presentations.
The document covered topics such as learning in advance how long the
presentation should be for a given setting, use of opening demographic data, how
to incorporate chronology, how to maintain good organization, etc.
Students were told that at the end of each Wednesday morning 40-minute
patient interview, one of them would be called on to summarize the patient
findings; and that each present student’s verbal summary would be
audiorecorded. Students were
further advised that the audiorecordings would not be used as part of their
final clerkship grade.
Based on reviews of several monographs, a special case presentation rating form was designed to assess each case presentation. Each recorded verbal presentation was reviewed by one of the authors and, based on the rating form, assigned an overall score. Analyses compared the scores for those students who provided presentations during the hand-out blocks versus those who provided presentations during the no-handout blocks; and provided data on intrarater reliability. The proposed report to ADMSEP will describe the origins of the rating form, its current content, and both the formal and serendipitous findings of the study.
The Use of
Ultra
Brief Video for Teaching Psychopathology
Robert Boland M.D.
Miriam Hospital Department of Psychiatry
Providence,
Rhode Island
Multimedia
presentations need not be passive. That
they are so is because of previous technologic limitations. Long presentations
of patients interviews are often dull and unsatisfying.
They cannot recreate the experience of being with a patient as his/her
story unfolds.
Though
video is a limited medium for presenting the patient experience, it is ideal for
demonstrating specific features of psychopathology.
It affords a graphic experience that cannot otherwise be reproduced.
Such use of video would preferably be very short (20‑30 seconds per
clip) and targeted at presenting only one aspect of symptomatology per clip.
Use of clips should be fluid and changeable in order to react to changing
needs of students.
The
availability of affordable digital editing makes sophisticated video techniques
now accessible to the amateur. Such
technology opens a variety of options not practical with standard analog video.
One such application is an ongoing project at Brown University School of
Medicine.
In
this project, specific examples of psychopathology, taken both from real
patients and from popular media, are collected as brief video clips that are
transferred to digital media and archived.
The emphasis in the clips is on demonstrations of phenomenology, rather
than of interview techniques. These
archived clips can then be combined into a variety of forms, ranging from
traditional video presentations to interactive CD‑ROM.
These clips can be used in a variety of settings, from individual study
to large audience presentations. Even
when used in the traditional arena, the nature of these presentations invites a
more interactive approach.
This
proposed presentation with cover the following aspects of the project:
Ø
rationale for use of brief clips
Ø
brief description of digital video techniques
Ø example applications of the clips (and how they can be used in various setting)
Example
videos will be shown.
Learning
Objectives:
This
presentation should familiarize the audience with a simple, yet powerful
application of new multimedia techniques for the teaching of psychopathology.
Tony Rostain, M.D., Chair
University of Pennsylvania Health System
Philadelphia,
Pennsylvania
LuAnn Wilkerson, Ed.D.
UCLA School of Medicine
Los Angeles, California
Making
Wine From Water: Research Without
Funding or
Divine Intervention
Edward Silberman, M.D.
Thomas Jefferson University
Philadelphia,
PA
A
small minority of academic faculty ever receive external funding to support a
research project. However, unfunded
research accounts for about 25% of studies reported in major psychiatric
journals. This suggests that it is
possible to do high-quality research with little money, and that such research
contributes substantially to new knowledge in psychiatry.
This
presentation discusses how faculty who have no grants, protected time, or
personal research assistants can carry out publishable research in psychiatry.
The suggestions are supported by data from a study of unfunded research
reports from psychiatry departments in the United States and Canada.
The presentation will address the following issues:
1.
Who does
unfunded research?
2.
What
types of research can be accomplished without grant support?
3.
How are
research ideas generated?
4.
What
resources of time, money, personnel, and equipment are needed?
5. What kind of academic environment is needed to support low-budget research?
Frederick Sierles, M.D.
Finch University of Health Sciences
The Chicago Medical School
Chicago,
Illinois
Objective:
Most of the author’s published research has come from self-administered
anonymous surveys. The author
explains how and why to conduct self-administered surveys.
Methods:
Self-administered anonymous surveys, either mailed or given in person to groups
of recipients (putative respondents), can be conducted inexpensively and
conveniently, yielding publishable results with large respondent samples. This method – perhaps the most common type of education
research – requires using certain strategies, which vary to some extent among
research groups. The strategies
include the following:
1.
Ask a
question you want answered, not one that someone else wants you to ask.
Most of your questions have not been answered decisively in the medical
education or clinical literature. Confirm
this with a computer search. Most
questions posed on the ADMSEP or AADPRT list serves would yield publications if
pursued. Decide which journals would probably accept the manuscript if
it is well done.
2.
Ensure
anonymity, not just “confidentiality.”
Recipients tend to become respondents when they perceive that their
responses – especially socially or professionally unacceptable ones – are
anonymous. The author will give
examples of survey strategies that promise “confidentiality” but turn off
recipients.
3.
Appreciate
the recipient’s intelligence and respect the preciousness of his or her time.
Convert a surveyor-recipient relationship into a collaborative – albeit
anonymous – researcher-respondent relationship.
4.
In mail
surveys, send an individually addressed, personally signed explanatory cover
letter, along with a compact, attractive, “anonymous” question booklet with
terse, clear, closed-ended, forced-choice questions with an open-ended option
that fits into a self-addressed, return-addressed stamped envelope.
The author will present examples of questionnaires that led to
publication.
5.
The
questionnaire should be easy to score and enter into the computer.
6.
Have
colleagues comment on the survey. Administer
one or two drafts of the survey to a small sub-sample of the population you will
survey.
7.
For each
mailing, have a staff member open the envelopes and save the questionnaires.
Discard the envelopes without anyone – including yourself – reading
them.
8.
Unless
the initial response rate exceeds 80%, mail the survey again to all recipients,
blind to who responded initially. Each
mailing tends to yield a third to half of the initial number of respondents.
9.
Until you
become facile with statistics and unless you have a smart, conscientious,
continually available research assistant, enter and analyze the data yourself.
Results:
This can be an effective strategy for developing a research career in
psychiatric or general medical education. Having
a chair who values education research and a mentor skilled in research methods
– not easy preconditions – are both precious.
References:
1.
Rossi PH, Wright JD, Anderson AB, eds. Handbook
of Survey Research. San Diego: Academic Press, 1983.
2.
Dewan M, Silberman EK, Snyderman DA. Doing research without grant
support. In: Kay J, Silverman EK, Pessar L. Handbook of Psychiatric Education and Faculty Development.
Washington DC: American Psychiatric Press, 1999.
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