Learning Priorities of Staff, Residents, and Students for a Third-Year Psychiatric Clerkship

Peggy E. Chatham-Showalter, Edward K. Silberman, Robert E Hales

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Psychiatric clerkships combine classroom instruction with patient care. The different learning experiences in those two settings prompted the authors to survey 86 third-year medical student clerks, 44 staff psychiatrists, and 15 PGY-2 psychiatric residents about the importance of 31 skill and knowledge areas as learning goals for clerks. All groups of respondents included the following five items (16.2%) among the most important: performing a mental status examination, becoming comfortable with psychiatric patients, evaluating suicidally, developing interview skills, and suspecting drug and alcohol problems. The importance placed by staff on aspects of the doctor-patient relationship was not apparent to students, who perceived psychiatric diagnosis as receiving higher priority than staff intended. The implications of these findings for curriculum planning are discussed.

Original languageEnglish (US)
Pages (from-to)21-25
Number of pages5
JournalAcademic Psychiatry
Volume17
Issue number1
DOIs
StatePublished - 1993
Externally publishedYes

Fingerprint

Psychiatry
Learning
resident
Students
staff
learning
curriculum planning
student
psychiatrist
patient care
medical student
Medical Students
alcohol
Mental Disorders
Curriculum
instruction
drug
Patient Care
classroom
examination

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Education

Cite this

Learning Priorities of Staff, Residents, and Students for a Third-Year Psychiatric Clerkship. / Chatham-Showalter, Peggy E.; Silberman, Edward K.; Hales, Robert E.

In: Academic Psychiatry, Vol. 17, No. 1, 1993, p. 21-25.

Research output: Contribution to journalArticle

Chatham-Showalter, Peggy E. ; Silberman, Edward K. ; Hales, Robert E. / Learning Priorities of Staff, Residents, and Students for a Third-Year Psychiatric Clerkship. In: Academic Psychiatry. 1993 ; Vol. 17, No. 1. pp. 21-25.
@article{4f606d1d28a0451393e9c375a058aa9e,
title = "Learning Priorities of Staff, Residents, and Students for a Third-Year Psychiatric Clerkship",
abstract = "Psychiatric clerkships combine classroom instruction with patient care. The different learning experiences in those two settings prompted the authors to survey 86 third-year medical student clerks, 44 staff psychiatrists, and 15 PGY-2 psychiatric residents about the importance of 31 skill and knowledge areas as learning goals for clerks. All groups of respondents included the following five items (16.2{\%}) among the most important: performing a mental status examination, becoming comfortable with psychiatric patients, evaluating suicidally, developing interview skills, and suspecting drug and alcohol problems. The importance placed by staff on aspects of the doctor-patient relationship was not apparent to students, who perceived psychiatric diagnosis as receiving higher priority than staff intended. The implications of these findings for curriculum planning are discussed.",
author = "Chatham-Showalter, {Peggy E.} and Silberman, {Edward K.} and Hales, {Robert E}",
year = "1993",
doi = "10.1007/BF03341501",
language = "English (US)",
volume = "17",
pages = "21--25",
journal = "Academic Psychiatry",
issn = "1042-9670",
publisher = "American Psychiatric Publishing Inc.",
number = "1",

}

TY - JOUR

T1 - Learning Priorities of Staff, Residents, and Students for a Third-Year Psychiatric Clerkship

AU - Chatham-Showalter, Peggy E.

AU - Silberman, Edward K.

AU - Hales, Robert E

PY - 1993

Y1 - 1993

N2 - Psychiatric clerkships combine classroom instruction with patient care. The different learning experiences in those two settings prompted the authors to survey 86 third-year medical student clerks, 44 staff psychiatrists, and 15 PGY-2 psychiatric residents about the importance of 31 skill and knowledge areas as learning goals for clerks. All groups of respondents included the following five items (16.2%) among the most important: performing a mental status examination, becoming comfortable with psychiatric patients, evaluating suicidally, developing interview skills, and suspecting drug and alcohol problems. The importance placed by staff on aspects of the doctor-patient relationship was not apparent to students, who perceived psychiatric diagnosis as receiving higher priority than staff intended. The implications of these findings for curriculum planning are discussed.

AB - Psychiatric clerkships combine classroom instruction with patient care. The different learning experiences in those two settings prompted the authors to survey 86 third-year medical student clerks, 44 staff psychiatrists, and 15 PGY-2 psychiatric residents about the importance of 31 skill and knowledge areas as learning goals for clerks. All groups of respondents included the following five items (16.2%) among the most important: performing a mental status examination, becoming comfortable with psychiatric patients, evaluating suicidally, developing interview skills, and suspecting drug and alcohol problems. The importance placed by staff on aspects of the doctor-patient relationship was not apparent to students, who perceived psychiatric diagnosis as receiving higher priority than staff intended. The implications of these findings for curriculum planning are discussed.

UR - http://www.scopus.com/inward/record.url?scp=0009716771&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0009716771&partnerID=8YFLogxK

U2 - 10.1007/BF03341501

DO - 10.1007/BF03341501

M3 - Article

VL - 17

SP - 21

EP - 25

JO - Academic Psychiatry

JF - Academic Psychiatry

SN - 1042-9670

IS - 1

ER -