Biomedical subjects

Ivan Silver

Publications and source records attributed to Ivan Silver.

3 recordsLinked to original sources

PubMed2004

Hidden curriculum in continuing medical education.

In developing curricula for undergraduate and graduate medical education, educators have become increasingly aware of an interweaving of the formal, informal, and hidden curricula and their influences on the outcomes of teaching and learning. But, to date, there is little in the literature about the hidden curriculum of medical practice, which takes place after graduation and certification. This article initiates that discussion with influences of the hidden curriculum on the actions physicians take or do not take in caring for patients. Hafferty's framework of institutional policies, evaluation activities, resource-allocation decisions, and institutional slang, along with our knowledge of health services research and the continuing medical education (CME) research literature, suggests that there is a hidden and powerful curriculum that affects physician performance. Determining whether the hidden curriculum conflicts with the messages that we are delivering through formal CME (courses, clinical practice guidelines, peer review journals) may contribute to improving our impact on physician performance.

Curriculum↗

PubMed2004

Context is Key: an interactive experiential and content frame game.

Most games used for teaching focus on either content transfer or an experiential learning experience. 'Context is Key' is a combination of both as the learners actively interact experientially with the content being taught, with fellow learners and with the facilitator(s). Using this interactive game after a didactic portion of teaching can reinforce the knowledge in ways that require synthesis of the knowledge for application and encourage group discussion and the sharing of knowledge that participants possess. This game was originally created to highlight the complexities of the differential diagnosis of bipolar disorder in adolescents. By playing the game, students can understand why psychiatric symptoms on their own are not as valuable as placing them within the context of symptom clusters, how it takes time to make an accurate diagnosis for complex presentations of symptoms, how to sort symptoms that have similar presentations and why 'Context is Key!'

Adolescent↗

PubMed2004

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.

Canada↗