Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty.

OBJECTIVE: At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders. METHODS: The UCD Teaching Scholars Program is a half-year course, comprised of 24 weekly half-day small group sessions, for faculty in the School of Medicine and Veterinary Medicine. The program's philosophical framework was centered on personal reflection to enhance change: 1) understanding educational theory to build metacognitive bridges, 2) diversity of perspectives to broaden horizons, 3) colleagues as peer teachers to improve interactive experiences, and 4) reciprocal process of testing theory and examining practice to reinforce learning. The authors describe the program development (environmental analysis, marketing, teaching techniques), specific challenges, and failed experiments. The authors provide examples of interactive exercises used to enhance curricular content. The authors enrolled 7-10 faculty per year, from a diverse pool of current and near-future educational leaders. RESULTS: Four years of Teaching Scholars participants were surveyed about program experiences and short/longer term outcomes. Twenty-six (76%) respondents reported that they were very satisfied with the course (4.6/5), individual curricular blocks (4.2-4.6), and other faculty (4.7). They described participation barriers/facilitators. Participants reported positive impact on their effectiveness as educators (100%), course directors (84%), leaders (72%), and educational researchers (52%). They described specific acquired attitudes, knowledge, and skills. They described changes in their approach to education/career changed based on program participation. Combining faculty from different educational backgrounds significantly broadened perspectives, leading to greater/new collaboration. DISCUSSION: Developing a cadre of master educators requires careful program planning, implementation, and program/participant evaluation. Based on participant feedback, our program was a success at stimulating change. This open assessment of programmatic strengths and weaknesses may provide a template for other medical institutions that seek to enhance their institutional educational mission.     

The American Association for Geriatric Psychiatry's Trainee Programs: Participant Characteristics and Perceived Benefits

ObjectiveThe number of physicians trained in geriatric psychiatry is dwindling. The American Association for Geriatric Psychiatry (AAGP) developed novel educational programs designed to foster interest in the field. The objective of this study was to compare participant characteristics and perceived benefits of two AAGP educational programs for trainees: Stepping Stones (1997–2007) and the Scholars Program (2010–2016).MethodsWeb-based surveys were distributed to former participants of the Stepping Stones and Scholars Programs. Characteristics of participants in the two programs were compared using χ2, t tests, or Mann-Whitney U tests, as appropriate. The five-point Likert scale responses for each perceived benefit were compared using t tests, when normally distributed, or Mann-Whitney U tests as appropriate.ResultsOf the 476 Stepping Stones participants, 132 (27.8%) responded to the survey, while 64 (29.0%) of the 221 Scholars Program participants responded to the survey. Participant characteristics differed only in age. Compared to Stepping Stones participants, Scholars Program participants endorsed greater advancement of their scholarly work, more support and recognition from their home institution, and increased networking opportunities.ConclusionInnovative approaches to addressing the geriatric psychiatry workforce shortage are critical. The member-funded AAGP Scholars Program offers several advantages over its predecessor Stepping Stones. Highlighted by the addition of medical student participants, a carefully matched mentoring program, and a required scholarly project, the Scholars Program is poised to enhance recruitment into geriatric psychiatry subspecialty training, although its impact on recruitment should be investigated directly in future research.     

Physician Health Research Conference (Estes Park,Colorado—September 15-17, 1996): Progress Report One Year Later

The 1996 Physician Health Research Conference was the first conference to focus exclusively on research issues and methods for impaired physicians. The conference was initiated by James Shore, M.D., professor and chairman of the Department of Psychiatry in the School of Medicine at the University of Colorado Health Sciences Center and superintendent of the Colorado Psychiatric Hospital, and Stephen Dilts, M.D., Ph.D., medical director of the Colorado Physician Health Program and clinical professor of psychiatry at the University of Colorado Health Sciences Center. Forty participants represented a wide range of national organizations. The conference was supported by contributions from the American Medical Association, American Psychiatric Association, Colorado Physician Health Program, Colorado Physician Insurance Program, and the Department of Psychiatry and Colorado Psychiatric Hospital at the Health Sciences Center. In addition, the conference was cosponsored by the American Academy of Addiction Psychiatry, the American Society of Addiction Medicine, and the Federation of State Physician Health Programs. This paper summarizes the formal presentations of the conference.     

The Program for Public Psychiatry: state-university collaboration in Colorado

A major focus of state-university collaboration programs in psychiatry has been providing services and manpower from the university to the public mental health system, which in turns provides valuable educational experiences to the university. The Program for Public Psychiatry, a state-university collaboration program in Colorado, was founded on a 25-year relationship between the department of psychiatry at the University of Colorado Health Sciences Center and the Colorado Division of Mental Health. The program has enabled Colorado's two state hospitals and most of its urban community mental health centers to almost completely fill previously vacant psychiatric positions. The collaboration has expanded to include programs for forensic psychiatry and developmental disabilities, as well as to fund educational and research missions in developing the public psychiatric work force.     

Postgraduate neurology training in new clinical training system]

Postgraduate neurology training in new clinical training system in Oita University Hospital was presented. Clinical intern training for first 2 years are performed according to programs proposed by Clinical Training Institute for Interns in Oita University Hospital. This program includes neurology for at least 1 month. Interns will get in clinical management for common and main neurological disorders such as convulsion, unconsciousness, stroke, Parkinson disease and intractable neurological disorders in addition to standard medical skills. Neurology resident training for specialist begins after clinical intern training and is performed in own program proposed by our department. However, the level of educational and training quality is not always high, because of the lack of teaching staff, and insufficient curriculums without rotation system to neuropathology and neuroradiology. To improve this educational program, we need to alter own well-established postgraduate educational programs. The quality of programs must to be approved by Japanese Society of Neurology.     

The role of the Academia Brasileira de Neurologia in the teaching of neurology. A personal view]

The Brazilian Academy of Neurology (ABN) may play an important role for a better education of medical students and residents in neurology in Brazil. Its field of action ranges from suggesting a core curriculum in neurology to Medical Schools and Residency Programs to assess the quality of teaching they offer in order to guide students and graduates who apply for positions. In addition to that ABN may be itself a teaching institution offering educational activities in a Program of Continuing Medical Education with a well-designed system of credits. Courses on basic sciences, methods of diagnosis and therapeutic advances, symposia and workshops as well as a Programmed Teaching in Neurology suitable to residents and practitioners are to be included. A video collection and a bank of data on the current literature may widen the available set of services. The ABN Committee on Teaching is to play a central role defining policy, deciding on priorities, planning and establishing timing and placing of all educational activities. Of utmost importance is to define humanistic qualities desirable in the neurologist identifying qualities students and residents bring to the educational process and those acquired in the practice of neurology. The cognitive dimensions of moral and ethics can be taught and should be regularly included in the educational activities sponsored by the Academy.     

Learning style preferences of community mental health professionals

Programs of continuing education in mental health are increasing at a rapid pace. This study examines selected personal and occupational characteristics of enrollees in one such program and classifies the nature of enrollee motivation for participating in specialized programs of community mental health training. The learning-style preferences of these highly experienced professionals are also explored and recommendations are made concerning the design of similar educational programs under development elsewhere.He has frequently served as a preceptor and guest lecturer in postgraduate programs of continuing professional education in mental health. Research for this paper was supported in part by funds from the California Department of Mental Hygiene and the National Institute of Mental Health. The staff and director of the Health Training Resources Center (Berkeley) are graciously acknowledged for their cooperation with this study.     

Advances in psychotherapy education.

Acquiring expertise in psychotherapy is central to the professional development of psychiatrists able to employ a broad therapeutic repertoire in their clinical practice. This article reviews how postgraduate psychiatry programs address this important aspect of training. We present the results of a national survey of psychotherapy education in Canadian psychiatry residency programs. The results highlight significant advances over the past decade in curriculum, in teaching methods, and in evaluation. These include training in evidence-based, manualized, time-limited therapies such as cognitive-behavioural and interpersonal therapy, greater attention to evaluating competence, and integrating electronic technology. Trends and advances in postgraduate and continuing medical psychotherapy education programs are considered in association with principles of adult learning. Health education research endorses the provision of longitudinal training programs that integrate learning and practice. We discuss issues related to the development of expertise, the importance of educational communities of practitioners, and the importance of attending to both educational process and outcomes, with a view to more effectively translating psychotherapy practice guidelines into sustained improvements in practice behaviours.     

Residents-as-teachers programs in psychiatry: a systematic review.

OBJECTIVES: Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. METHODS: The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. RESULTS: Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. CONCLUSIONS: Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.     

Medical residency and certification in neurology

Medical residency is the most appropriate form of post-graduate training in the various areas of Medicine. During residency young doctors have close contact with teachers at the bedside approach and management of a wide variety of situations in the actual practice of the profession. It is in this period that basic technical skills and methods of learning through medical observation and scientific discussions develop and the comprehension and sympathy toward suffering disease imposes upon man deepen. The medical societies have the ultimate responsibility to qualify Residency Programs in the various specialties, as well as to establish the standards of qualification doctors must fulfill to be eligible for certification. Continued government intervention on these issues in the last years in Brazil have brought catastrophic consequences for the medical education in this country. The Brazilian Academy of Neurology must expand its educational programs and define the standards of competence for a Neurologist. At the time Brazil returns to democratic life it is challenging for the medical profession to resume their right in relation to qualification of their own members.     

Developing a comprehensive state mental health plan

The authors review the history of state mental health planning from the federal perspective, discuss some state objectives for comprehensive planning, and present a participatory model for plan development. They demonstrate how the model can be used as a theoretical framework to produce a mental health plan that is a viable management tool fulfilling many state objectives.At the time this work was done, Dr. Faulkner was Deputy Commissioner for Community Mental Health Services and Affiliated Programs, Arkansas Mental Health Services Division, and Assistant Professor of Psychiatry, University of Arkansas for Medical Sciences. Dr. Cheah was Geriatric Psychiatrist, Veterans Administration Medical Center, Little Rock, Arkansas, and Assistant Professor of Psychiatry, University of Arkansas for Medical Sciences. At present, Drs. Faulkner, Cutler, and Bloom are from the Community Psychiatry Training Program, Department of Psychiatry, Oregon Health Sciences University. Dr. Cheah is Chief of Psychiatry, Veterans Administration Medical Center, Tacoma, Washington. Ms. Eckert is Assistant Commissioner for Program Support, Arkansas Mental Health Services Division.This research was supported in part by grants 5 T01 MH 13462-07 and 5 T01 MH 16193-02 from the National Institutes of Mental Health.     

The role of the secretary in community mental health: A training model for integrating secretaries into the therapeutic team in community mental health

Within the mental health setting there is seldom any continuing education program for secretaries dealing with the vaguely-defined areas of their job. Their understanding of their function, as well as their comfort with the work, is crucial to the success or failure of the therapeutic program. The Mental Health Training Institute of North Carolina initiated a training program to facilitate the secretary's appreciation and understanding of her role, and her integration into the therapeutic team. This paper is a discussion of that program and its results.At the time this article was written, Dr. Nyman was psychiatric consultant to Onslow County Mental Health Clinic. Mr. Watson, who at the time of the Workshop was employed by the Mental Health Training Institute, is currently employed by the Alcoholism Training Program for North Carolina at East Carolina University in Greenville, North Carolina.The Mental Health Training Institute which conducted this workshop was established in 1969 as a cooperative program of East Carolina University and the North Carolina Department of Mental Health. The general purpose of the institute is to develop and operate continuing education and in-service training programs for mental health and allied professionals employed in Eastern North Carolina. Any correspondence concerning this article should be addressed to Mr. Harry Campbell, Director, Mental Health Training Institute, P.O. Box 2772, East Carolina University, Greenville, North Carolina 27834.     

Educational therapy in a community mental health center

The existence of serious psychosocial problems in adults caused by or strongly associated with various learning and educational difficulties has not been given sufficient attention by mental health programs. This paper discusses the nature, assessment, and amelioration of these problems through an educational therapy program located in a community mental health center. Educational therapy is essential for these adults because unless their learning and educational difficulties are corrected, no amount of psychotherapy by itself will fully resolve their psychosocial problems.Mr. Ciporen and Ms. Konigsberg are both affiliated with the Rutgers Community Mental Health Center as Adult Special Educators. Mr. Cohen is Director Educational Services, Rutgers Community Mental Health Center. This work has been supported in part by a grant under the Title VI, P.L. 93-380, Adult Basic Education Program. The author wish to thank Bruno Ciccariello, Richard Hitt, Carl Evanouskas and Gary Lamson for their encouragement and support and Gwen Dig-Giovanni for her assistance in preparing this paper.     

The MacArthur Foundation Depression Education Program for Primary Care Physicians: background and rationale

In order to improve the assessment and management of depression in general medical care, the John D. and Catherine T. MacArthur Foundation supported the development, evaluation, and dissemination of an eight-hour depression education program (DEP) for primary care physicians. This publication includes a paper describing the background and educational rationale for the program structure, the complete participant's workbook, and a facilitator's guide for teaching the program. Given in two separate four-hour workshops by a psychiatrist and a primary care physician, DEP is delivered to small groups of learners (about 12) using an interactive adult learning model and multiple teaching techniques including targeted yet flexible objectives, two lectures, videotape demonstration and discussion, role-play exercises, a focused monograph on depression, an interview checklist, structured assessment and outcomes tools, clinical case studies, and audiotape review of actual patient interviews. DEP has been shown in a prospective randomized trial to improve physicians' interview-ing skills as well as simulated-patient satisfaction scores. Over 150 PCPs in four states have taken DEP in more than 30 separate programs given by 24 trained facilitators. Participants, despite a wide diversity of background knowledge and skills, have uniformly reported remarkably positive learner satisfaction with all dimensions of the Program.     

Improving medical education in psychosocial disciplines by multimedia tools

The use of multimedia tools is gaining increasing importance in medical education. These tools provide adequate techniques and possibilities for education within all medical including the psychosocial disciplines. Until now, a lack of multimedia learning programs and websites providing material related to psychosocial issues has to be considered in Germany. On the other hand, a new Medical Licensure Act (Approbationsordnung fuer Aerzte) will have a dramatic impact on medical education and teaching. On this basis there is a broad need for multimedialearning-environments, covering parts of the changes demanded by the new educational standards. Considering the lack of available multimedia learning programs and the need for those tools due to the medical education reform in Germany, the rapid development, validation and curricular implementation of those programs is required. This should be a goal of high priority, especially for the teaching of issues related to medical psychology, medical sociology, and psychosomatic medicine and psychotherapy.     

Outcome of patients attending a specialist educational and mental health service for social anxiety disorders

The purpose of this study was to evaluate the outcome of adolescents with anxiety-based school attendance problems enrolled in a specialist adolescent educational and mental health program that provides educational assistance and social skills development, and to suggest key elements that may account for its apparent effectiveness. Young people attending the Sulman Program in Sydney, Australia, between March 2003 and December 2004 were identified. Baseline information was gathered from the medical records, pre and postintervention personal development questionnaires were given to students, and pre and postratings of function were made. Those attending the program showed improvement in their general level of functioning indicated by completion of a year-long course of study (17 of 24), preparation for employment (17), increased independent travel (5), and self-rated improvement in social skills, stress tolerance and emotional literacy. Pre and poststaff ratings on the Health of the Nation Outcomes Scales Child and Adolescent (HoNOSCA), Children's Global Assessment Scale (CGAS) and Global Assessment of Functioning (GAF) indicated improvement in personal and social functioning. Parental satisfaction was rated as high. The findings confirm the effectiveness of, and need for, flexible programs to support adolescents with social anxiety disorder and other longer-term mental health problems to offset the adverse consequences of early withdrawal from educational and social environments. Several elements may help to explain the program's effectiveness and provide guidance for similar programs elsewhere.     

基于问题学习教学法结合传统教学法在血管神经病学教学中的应用

目的 总结基于问题学习 （problem-based learning, PBL） 教学法结合传统教学法 （lesson-based learning, LBL） 在医学生临床学习中的作用。 方法 对2011年-2014年在首都医科大学附属北京天坛医院神经内科进行临床学习的7年制医学生, 采用PBL结合LBL的教学模式, 教学后对学生进行问卷调查, 统计学生对教学方法的意见。 结果 共发放并收回合格问卷200份, 统计显示学生对PBL结合LBL的教学模式在激发学习兴趣, 加 深对理论知识的理解, 拓展临床逻辑思维能力、 提高分析解决问题的能力, 理论联系实际能力、 提高 独立思考能力、 提高沟通协作能力等方面认可度较高 （84.3%～92.3%） , 85.3%的学生认为有必要继 续采用这种教学方法。 结论 医学生对PBL结合LBL的临床教学模式的接受度较高, 有利于提高学生的学习积极性。     

Developing a psychopathology curriculum during child and adolescent psychiatry residency training: general principles and a problem-based approach

Psychopathology is one of the core elements in a curriculum on child and adolescent psychiatry. Because there is no best-evidence model described for teaching this topic, an approach must be developed in each program that meets the standards set out by the Residency Review Committee and fully prepares its graduates to be competent child and adolescent psychiatrists. Methods used for teaching psychopathology may vary widely among programs and should be based on a sound educational rationale and adult learning principles that emphasize life-long, self-directed learning. This article describes an overall approach to curriculum design and expands on the use of problem-based learning as an educational method for teaching psychopathology in a child and adolescent psychiatry residency program.     

A Survey of Psychiatry Residency Programs: Association Between Program Characteristics and Success in the 2003 NRMP

While the number of medical students entering psychiatry has increased since the 1990's, little has been written about the program characteristics that draw students to specific psychiatry residency programs. We developed a survey regarding residency program characteristics and distributed it to the chief residents of each psychiatry residency program in the USA. Survey results were tabulated, and the presence of specific characteristics were correlated to the 2003 National Resident Matching Program (NRMP) results. We found that the presence of a substance abuse, geriatric psychiatry or a child and adolescent psychiatry fellowship were all associated with increased NRMP success. Programs with regular resident meetings had significantly higher success in the NRMP than those programs without meetings. Programs that had six or more PGY-I positions available in the NRMP revealed a trend towards higher NRMP success than smaller programs. Finally, in some cases, higher intern salaries were associated with higher NRMP success.