Biomedical subjects

M Hölzer

Publications and source records attributed to M Hölzer.

7 recordsLinked to original sources

PubMed1998

[Interdisciplinary longitudinal curriculum "Medical Psychology, Psychotherapy and Psychosomatics." Experiences from the preclinical segment].

The departments of Medical Psychology, Psychosomatics and Psychotherapy developed an interdisciplinary longitudinal curriculum in order to coach medical students for the whole length of their medical education. Experiences from the first four undergraduate semesters are reported. 46 students (33 females, 13 males), mean age 22.3 +/- 2.6 years, attended 60 hours of interdisciplinary group sessions. Frequent motives to join the course were interest in psychosocial disciplines and relevant previous experience. The students expected to benefit from this project in their study, their future practice as a physician, and in their personal development. Important educational goals that could be attained were the adoption of a patient-centred view in medicine as well as strengthening of the students' critical capacities and sensitivity. The students especially appreciated the possibility of group discussions and the opportunity to participate actively in the course. Based on a critical review of the evaluation, the possibility of a transfer of our model is considered and perspectives for the future are developed.

Adult↗

PubMed1998

[Identification of repetitive relationship patterns using the FRAMES METHOD].

Frames is a method to identify Fundamental Repetitive And Maladaptive Emotion Structures in verbatim transcribed psychotherapy sessions. The 5 steps leading to Frames consist of 1. criteria to select sessions or other material apt to identifying Frames; 2. coding of emotions according to Dahls and Stengels (1978) category system; 3. the construction of an Object Map in which each person or object is located where he/she was referred to in the dialogue; 4. the identification of the narrative structure, i.e. the logical plot structure of the stories that are told about these objects; and 5. the construction of Frames as generalised patterns of behaviour. These 5 steps are demonstrated by means of material from a specimen (hour 290) from a psychoanalytical treatment.

Emotions↗

PubMed1996

Location of the active site and proposed catalytic mechanism of pterin-4a-carbinolamine dehydratase.

Based on the recently solved three-dimensional structure of pterin-4a-carbinolamine dehydratase from rat/human liver the involvement of the proposed active-site residues Glu57, Asp60, His61, His62, Tyr69, His79, Arg87 and Asp88 was examined by site-directed mutagenesis. Most of the mutants showed reduced activity, and only the Glu57-->Ala mutant and the His61-->Ala, His62-->Ala double mutant were fully devoid of activity. The dissociation constants of quinonoid 6,6-dimethyl-7,8-dihydropterin were significantly increased for binding to the Glu57-->Ala, His61-->Ala, His62-->Ala single mutants and the His61-->Ala, His62-->Ala double mutant, confirming that His61 and His62 are essential for substrate binding and catalysis. The mechanism of dehydration is proposed to involve base catalysis at the N(5)-H group of the substrate by His61.

Amino Acid Sequence↗

PubMed1995

[Education in psychosomatic medicine/psychotherapy at German universities: a critical evaluation of the current status].

The integration of psychosomatics/psychotherapy into the medical curriculum has not yet resolved the majority of problems in conveying a bio-psycho-social perspective to medical students. A survey, conducted 1992/93 at the university departments of psychosomatics-psychotherapy in Germany yielded that there is no true integration of a bio-psycho-social perspective into the curriculum up until now. A second investigation with students of the university of Ulm in 1993 revealed that there is substantial variety in the quality of teaching and that improvement is possible with resources already available. Consequences with regard to changes to be expected by the 8th renewal of the present teaching regulations ("Approbationsordnung") are discussed. A pilot project aiming at the integration of preclinical and clinical aspects of the psychosocial aspects of medicine is outlined.

Curriculum↗

PubMed1995

[Educational reform in medical education--effects of the 8th revision of the medical approbation regulation on the psychosomatic/psychotherapy specialty].

Since the end of 1993 a draft of the 8th revision of the Educational Rules in Medicine (Arztliche Approbationsordnung) was published by the Federal Ministry of Health, suggesting substantial changes of ways and contents of medical education the consequences of which for university departments of psychosomatics and psychotherapy are discussed in this paper.

Curriculum↗

PubMed1994

[Effect of the setting on therapeutic verbalization of affects].

In psychotherapy research vocabulary measures are still an exception, although clinically relevant hypotheses might well be investigated by means of those measures. The affective vocabulary seems to be particularly apt to serve as an indicator of psychotherapeutic processes, since the "processing of emotions" can be regarded as a crucial part of any kind of psychotherapy. The emotion theory of Dahl and a classification schema derived from DeRivera will be explained in the text. The development of the Affective Dictionary Ulm (ADU), a computer measure for evaluation of affective vocabulary was based on this classification system. The distinction between two important categories of emotions, it-emotions (like anger) referring to wishes about objects, and me-emotions (like depression) reflecting self states, i.e. beliefs about the status of wish fulfillment, will be explained. The study described focuses on the affective vocabulary of one psychotherapist in three different settings: initial interviews, short term therapy and psychoanalysis. It can be demonstrated, that the "intensity" of the setting significantly positively correlates with the use of words indicating object (or it-) emotions. According to the transference paradigm, these results suggest, that the intensification of psychodynamic settings lead to an increasing work on help to regulate object relationships.

Adolescent↗

PubMedDate not supplied

[The dream as a relationship paradigm].

279 dreams were drawn from a sample of 32 reports on psychoanalytic treatments of female patients diagnosed either as hysteric (H) or depressed (D). Depending on the gender of the analyst (female = w; male = m) four groups Dm, Dw, Hm, Hw were distinguished. Content analysis of the manifest dreams as to the occurrence of objects, emotions as well as characteristic object-emotion combinations yielded significant differences between groups. The results indicate that dreams can be viewed as relationship paradigms.

Adult↗