Biomedical subjects

B A Gawinski

Publications and source records attributed to B A Gawinski.

3 recordsLinked to original sources

PubMed1999

Models of collaboration.

For primary care clinicians to address the complex needs of their patient population, they must be able to collaborate with mental health professionals. Collaborative health care represents the creation of a new health care paradigm, and collaborative health care delivery systems mirror the complexities of human suffering. Clinicians from multiple disciplines can combine resources and strategies to share responsibility for their patients and with their patients. A brief review of the history of mind/body split and the resulting professional separatism is followed by sections on the spirit of collaboration, the spectrum of collaboration, key ingredients for effective collaboration, and some thoughts about the future of collaboration. A special practical section on getting started and following through is included.

Communication↗

PubMed1999

A family therapy internship in a multidisciplinary healthcare setting: trainees' and supervisor's reflections.

Family therapy doctoral students from American Association for Marriage and Family Therapy-accredited programs are required to complete a full-time clinical internship. The literature provides little information about these internship experiences. Two doctoral-level marriage and family therapists summarize their professional and personal experiences in their internships located within a multidisciplinary healthcare setting. In addition, their supervisor reports on her experiences working with marriage and family therapy doctoral interns. We hope that this case report will stimulate all interns and their supervisors to provide feedback to their internship sites and graduate programs about their clinical training and the extent to which the programs prepared them for their marriage and family therapy careers in the larger health and mental health community.

Adult↗

PubMedDate not supplied

How students learn from community-based preceptors.

OBJECTIVE: To explore how students learn in community-based family physicians' offices from the student's point of view. METHOD: Each student completing a community-based family medicine clerkship wrote a "critical incident" narrative about an event that was particularly educational. A coding system was developed by a multidisciplinary research team and thematic analysis was conducted. RESULTS: Critical education experiences were brief, problem-focused, had definitive outcomes, were often collaborative, and led to self-reflection. The most commonly identified mode of learning was "active observation." In most of these situations, the student had significant clinical responsibility, but some involved observation of complex tasks beyond the expectations of a medical student. Most (77%) identified their learning needs after having observed a preceptor, rather than prospectively. Collaboration, coaching, advocacy, and exploring affect were means whereby preceptors and students created a learning environment that students felt was safe, allowed them to recognize their own learning needs, and helped them adopt new behaviors. CONCLUSIONS: These findings broaden the definition of active learning to include active observation and support learner-centered and relational models of learning. Increasing preceptors' awareness of these modes of student learning will enhance the quality of education in ambulatory settings.

Education, Medical, Graduate↗