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PubMedDate not supplied

Who is teaching psychopharmacology? Who should be teaching psychopharmacology?

OBJECTIVE: To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties. METHODS: A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained from citations in these articles. Published material was supplemented with the experience of the author and others involved in psychopharmacology teaching. RESULTS: The majority of psychopharmacology education is provided by faculty from disciplines that include psychiatry, primary care medicine, basic science, and pharmacy. The pharmaceutical industry supports a substantial amount of continuing medical education (CME) by psychiatrists, pharmacists, and other medical practitioners, while much of the information that office practitioners receive and an increasing amount of material provided to residents comes from pharmaceutical representatives. The most important attributes of the effective psychopharmacology educator are knowledge, enthusiasm, honesty, an ability to encourage critical thinking, and genuine interest in the student. However, the primary criteria for participation in psychopharmacology education are faculty who are most available and willing in the academic medical center and those who engage in paid CME activities. CONCLUSIONS: Educators with clinical experience should play a core role in helping students to integrate research with actual clinical practice and should be able to teach students how to evaluate new research in psychopharmacology, especially if it is industry sponsored.

Education, Medical↗

PubMed2003

Women teaching women's health: issues in the establishment of a clinical teaching associate program for the well woman check.

The impact of screening programs for cervical cancer would be increased with the greater participation of currently underscreened women. Training for medical students and doctors in the fine technical and communication skills required in breast and gynaecological examinations would improve participation by increasing the confidence and skill of doctors in raising the issue of screening, thereby making the examination a more positive experience for women. Gynaecology Teaching Associate (GTA) programs, using specially trained standardized patients, have been used in over 90% of American and Canadian medical schools for more than ten years to provide such training. Australia has been slow to adopt this teaching method. A Clinical Teaching Associates in Gynaecology program (CTA) was first established in 1996 by the Department of Obstetrics and Gynaecology at the University of Queensland, building on the Pap test program from Adelaide. Other medical schools subsequently introduced such programs and in 2000, the Department of General Practice, University of Melbourne, established a CTA program based on the Queensland program, with a grant from PapScreen Victoria. This paper describes the methods of recruitment and training of CTAs, use of CTAs in the medical course, preliminary evaluation, and ethical and other issues in the Melbourne and Queensland University programs.

Communication↗

PubMed2001

Teaching future professors how to teach.

This paper describes a course designed to provide hands-on teaching experience to future professors and to incorporate techniques for more effective teaching. A team of Ph.D. candidates, under the direction of a senior faculty member, prepared a new course from beginning to end and then offered it to a class of graduate students. The course was developed using the unit map concept so that the presentations by the five student-instructors complemented and built upon one another. Immediately after each class, feedback was given to the student-instructors by the faculty advisor and the other student-instructors. Review of video tapes of the lecture reinforced this feedback. At the completion of the course, both students and student-instructors were surveyed as to the effectiveness of the course and the student-instructors. This teaching experience and the feedback obtained from the surveys will be invaluable to the student-instructors in their future development.

Conservation of Natural Resources↗

PubMed2005

Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study.

BACKGROUND/AIM: Owing to the complex topographical aspects of ophthalmic surgery, teaching with conventional surgical videos has led to a poor understanding among medical students. A novel multimedia three dimensional (3D) computer animated program, called "Ophthalmic Operation Vienna" has been developed, where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations. The aim of the study was to assess the effect of 3D animations on the understanding of cataract and glaucoma surgery among medical students. METHOD: Set in the Medical University of Vienna, Department of Ophthalmology, 172 students were randomised into two groups: a 3D group (n=90), that saw the 3D animations and video sequences, and a control group (n=82), that saw only the surgical videos. The narrated text was identical for both groups. After the presentation, students were questioned and tested using multiple choice questions. RESULTS: Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos. The 3D group outperformed the control group not only in topographical understanding by 16% (p<0.0001), but also in theoretical understanding by 7% (p<0.003). Women in the 3D group gained most by 19% over the control group (p<0.0001). CONCLUSIONS: The use of 3D animations lead to a better understanding of difficult surgical topics among medical students, especially for female users. Gender related benefits of using multimedia should be further explored.

Cataract Extraction↗

PubMed1989

[Should one teach false theories: a reflection on the teaching of science].

Consciously teaching wrong theories seems to go against both the ethics of science and the duties of the responsible educator. Even so, it can be shown that we regularly teach wrong things, e.g., Galileo's laws or classical mechanics in general. And that we are even justified in doing so if some specified conditions are met. One of these five conditions is that the theory taught is, though false, still useful enough in other respects.

Ethics, Professional↗

PubMed1978

A new approach to teaching normal human growth and development. The role of clinical simulations as a teaching and evaluation device for preclinical medical students.

A new approach to teaching Normal Growth and Development to preclinical medical students is described. By using specially constructed multidisciplinary clinical simulations as training and evaluation devices, students were gradually and simultaneously exposed to: (1) subject matter; (2) the concept of multidisciplinary health care delivery; and (3) the objectives, strategies, and techniques of problem solving and diagnostic reasoning that characterize experienced physicians. The course, designed by a child psychiatrist and medical educators, was taught by a multidisciplinary teaching team drawn from faculty and health care representatives. Student evaluations of the course were favorable.

Consumer Behavior↗

PubMed1987

Stimulus manipulation versus delayed feedback for teaching missing minuend problems to difficult-to-teach students.

The present study evaluated two procedures, Stimulus Manipulation and Delay Feedback Only, for teaching difficult-to-teach students to solve missing minuend problems (i.e., missing number problems starting with a minus sign). The Stimulus Manipulation procedure was directed at establishing the target skill with a minimum of errors. The training consisted of three phases of several steps each. The first phase was designed to establish a nonnumerical response to a prompt, the shape of which was gradually transformed into the final discriminative stimulus. The second phase was designed to extend the control of this stimulus to the numerical operations and to eliminate all supplementary stimuli. The third phase gradually eliminated the originally trained nonnumerical responses. The Delayed Feedback Only procedure included no stimulus manipulation and consisted of the experimenter giving only delayed right.wrong feedback on the solutions. The data indicate that both procedures resulted in all (N = 4) subjects (a) learning to solve the target problems, (b) generalizing this skill to similar, more advanced problems, and (c) maintaining it over multiple intervals of several consecutive weeks. However, systematic differences in error rate and long-term retention across training methods were observed, favoring the Stimulus Manipulation procedure.

Adolescent↗

PubMed1992

Variations in breast cancer management between a teaching and a non-teaching district.

We compared the management and outcome of 999 women with breast cancer presenting between 1982 and 1986 at two centres in a region, one in a teaching district. A comparison was also made with relevant research and The Kings Fund Consensus Statement. The centres frequently differed markedly in the investigations done, diagnostic procedures, histology reporting, axillary sampling, and in the treatment given, also differing from the Consensus with no trend towards it. Survival was better at the teaching centre, both disease-free (N.S.) and overall [odds ratio 1.46 (1.16-1.84) P = 0.0009 unadjusted]. This should be interpreted cautiously as the median follow-up time was relatively short and the study was non-randomised. We conclude that how women with breast cancer are managed is determined as much by where they are referred as by scientific evidence. This indicates the need to introduce standards and protocols into business plans, making audit and service specifications easier.

Aged↗

PubMedDate not supplied

A clinical teaching project: examination of a clinical teaching model.

This project, started in 1985 by Dr Infante, is based on theory of the use of the clinical laboratory in nursing education. It fully recognizes the complementary roles of nursing education and nursing service by having practitioners participate as preceptors, role models, and mentors. Six clinical agencies participated in this innovative clinical teaching project with the goal of improving the effectiveness and efficiency of nursing education and nursing practice. It is hypothesized that the synchronization of clinical laboratory experiences with instruction in nursing theory and science and a closer collaboration among faculty, students, and nurse practitioners will give students an appropriate balance of academic and clinical practice perspectives and skills to prepare them effectively to meet the complex health care needs of patients. The subjects were 173 undergraduate baccalaureate nursing students enrolled in an upper-division generic program. For the purpose of testing Infante's clinical model, the students were randomly assigned to a control or experimental group for two successive incoming classes of nursing students. Each student's academic and clinical progression was monitored. Data were gathered using grade point average, a standardized test for nursing knowledge (Mosby Assesstest; Mosby, St Louis), college laboratory practicum, and simulated testing for clinical application skills.2+ Data were analyzed using independent t tests. The findings indicate that the students in the experimental group, who used the experimental clinical model, achieved higher grade point averages, higher scores on the Mosby Assesstest, and higher college laboratory practicum scores than the students in the control group. The findings support the need for further investigation of innovative clinical teaching models.

Clinical Competence↗

PubMed2005

Those who can, teach, but who teaches the learners to learn?

This article was stimulated by Mike Grace's editorial Can those who do--teach? I have been an undergraduate and postgraduate teacher for over 30 years and I agreed with everything that Mike said about the difficulties of combining doing and teaching. The best doers may not make the best teachers and conversely the best teachers are not always incapable of doing, whatever some colleagues may think to the contrary!

Education, Dental↗

PubMed2003

See one, do one, teach one--is this still how it works? A comparison of the medical and nursing professions in the teaching of practical procedures.

A survey of 80 junior doctors and nurses was performed to compare the methods of teaching medical and nursing students in eight common practical procedures. Nurses were more likely to have received formal teaching and to be supervised when first performing a procedure. Some 42% percent of doctors felt inadequately trained to carry out a practical procedure safely when performing it alone for the first time compared with 7% of nurses. This study confirms that much of the training of doctors in practical procedures is still received on an informal basis, compared with that of nurses. It also reveals that many doctors view this training as insufficient.

Attitude of Health Personnel↗

PubMed2006

Teaching foundational physical examination skills: study results comparing lay teaching associates and physician instructors.

BACKGROUND: The purpose of this pilot study was to determine differences in the physical exam skills of first-year medical students learning physical exam exclusively from standardized physical examination teaching associates (SPETAs) or physician faculty. METHOD: In all, 144 first-year medical students were randomized to receive SPETA or physician-led physical examination instruction. Students participated in an OSCE assessment immediately following the end of the curriculum block. RESULTS: SPETA-trained students performed equivalently to physician faculty trained students across all stations with a mean of 82.9% versus 81.2% (p = .226). Students taught by SPETAs performed significantly better on the abdominal OSCE with a mean score of 88.8%, while physician faculty taught students had a mean score of 85.4% (p = .03). CONCLUSION: Findings from this study suggest that SPETAs can effectively teach foundational physical examination skills to medical students at a similar and sometimes better performance level as physician faculty.

Education, Medical, Undergraduate↗

PubMed2007

Radiology teaching: essentials of a quality teaching programme.

Medical student teaching is an important component of radiology education. Despite the practice of radiology undergoing significant changes during the last two or three decades, the importance of radiology has not translated fully into medical school curricula in Australia and New Zealand. This article reviews the essential components of a quality medical student teaching programme.

Education, Medical↗

PubMed1987

Teaching medical ethics symposium. A student-led approach to teaching.

It is increasingly agreed that ethics has a place in undergraduate medical education. There is, however, debate about how it should be taught, and by whom. We present our experience of teaching ethics in a general practice module over six years. During this period there has been a shift from a teacher-centred to a student-centred approach in which students choose ethical issues to explore within a framework provided. The issues raised are discussed with examples, and the future directions of our ethics teaching outlined.

Bioethical Issues↗

PubMed2002

Assessment training in clinical psychology doctoral programs: what should we teach? What do we teach?

All clinical psychology doctoral programs accredited by the American Psychological Association provide training in psychological assessment. However, what the programs teach and how they teach it vary widely. So, also, do beliefs about what should be taught. In this study, program descriptive materials and course syllabi from 84 programs were analyzed. Findings highlight commonalities in basic course content and supervised practice in administering, scoring, and interpreting assessment instruments as well as differences in coverage of psychometric and other assessment-related topics and in the extent to which lectures, labs, and practica are integrated.

Curriculum↗

PubMed2003

[A report of questionnaire survey asking teaching staff concerning evaluation of faculty teaching from the students in Nippon Medical School].

A questionnaire survey was conducted to ask teaching staffs about the present activities and opinions of evaluation of faculty teaching from the students (EFS). One hundred and eighty-eight among 336 members (56.1%) responded. Among them sixty-four (34%) replied that they had tried at least once EFS of their lectures and/or practices. Approximately 70% had a opinion that EFS would benefit them for improving their lectures and practices, and/or for improving course planning. Fifty-four per cent of members supported EFS to be introduced, 34% depended upon how to evaluate, and remaining 5% did not support it. These results indicate that the staff members are highly concerned with EFS which should be provided for introduction after a full discussion how to evaluate.

Education, Medical↗

PubMed1992

[Developing a teaching-learning process: teaching prerequisites and methods in the discipline of preventive and community nursing in a nursing degree course].

This paper describes the development of a teaching-learning process (TLP) guided by presuppositions such as: historicity, participation and horizon. This process has been developed by the Community and Preventive Nursing Discipline of the School of Nursing of São Paulo University, and its objectives, methods and strategies are described here. It is articulated to the Assistance-Teaching Integration Project involving the School of Nursing and São Paulo Mayorality. This process has been a valuable experience for both teachers and students, and it has also enabled a real approach with the Health Unit personnel.

Brazil↗

PubMed2004

[The surgical treatment of nonpalpable breast carcinoma in a university teaching hospital and a general teaching hospital by residents-in-training and surgeons; comparable results].

OBJECTIVE: To compare the results of the surgical treatment of nonpalpable breast cancer between two teaching hospitals in The Netherlands; the University Medical Centre Utrecht (UMCU) and the Rijnstate Hospital, Arnhem (RHA). DESIGN: Retrospective. METHOD: A total of 240 patients from the UMCU (n = 126) and the RHA (n = 114) diagnosed with a malignancy at stereotactic histological needle biopsy from 1 February 1997-31 May 2002 were included. The average age of the patients at the RHA was 61.3 and at the UMCU 58.0 years. The total number of procedures was recorded, as well as the type of operation and whether the first surgeon was a resident-in-training or registered as a surgeon. RESULTS: Of the 240 patients, biopsy results showed that 163 had invasive carcinoma (IC) and 77 had a ductal carcinoma in situ (DCIS). In 74% of cases one operation was sufficient (79% in the RHA versus 69% in the UMCU; p = 0.08). In the RHA fewer operations per patient were carried out before radical resection was attained (1.25 versus 1.4; p = 0.02). IC was more often treated by breast conserving surgery in the RHA than in the UMCU (74% versus 55%; p = 0.01). The intention to treat DCIS by breast conserving surgery was more often seen in the UMCU than in the RHA (90% versus 69%; p = 0.02). Of all operations analysed in the RHA 48% were performed by a resident-in-training as first surgeon versus 87% in the UMCU (p < 0.001). In those patients whose first operation was carried out by a resident-in-training, the percentages of 'radical resections' were equal: 78% in the RHA and 77% in the UMCU. CONCLUSION: Outcomes of surgical treatment were comparable in both types of teaching hospital. Good results were achieved in nonpalpable breast cancer surgery that was carried out by residents-in-training.

Biopsy, Needle↗