Utilizing Psychodynamic Principles to Teach Professionalism to Medical Students Through an Innovative Curriculum

2020 ◽  
Vol 48 (4) ◽  
pp. 477-497
Author(s):  
Eugenio M. Rothe ◽  
Rodolfo Bonnin
Keyword(s):  
Conflict Resolution ◽  
Medical Students ◽  
Mental Health Professionals ◽  
Core Competency ◽  
Oral Narrative ◽  
Medical Professionalism ◽  
Self Reflection ◽  
Training Directors ◽  
Psychodynamic Understanding ◽  
Innovative Curriculum

Professionalism is a fundamental expectation of practicing medicine and a core competency in medical education, yet the methods of how to teach and evaluate it are still experimental. Professionalism involves self-reflection, a psychodynamic understanding of the patient's and the doctor's predicament, and conflict resolution, so psychiatrists are uniquely qualified to teach it. This article describes an innovative course that utilizes psychodynamic principles to teach professionalism to medical students. The authors present a novel 2-year curriculum for teaching professionalism to first- and second-year medical students utilizing psychodynamic principles to help develop awareness of others’ feelings and motivations, self-reflection, compassion, empathy, and skills in ethical conflict resolution by means of written and oral narrative exercises. Outcomes are evaluated by the student ratings about the course and the faculty, and by using the test for emotional intelligence (EI), administered as a baseline and then at the end of each year. Each subsequent year the students demonstrated a statistically significant increase in EI scores, student evaluations of the course ranked among the highest in the medical school, clerkship supervisors and residency training directors noted the high degree of professionalism of the students, and the number of student applicants to psychiatry residency were consistently higher than the national average. In addition, this course was awarded the 2018 Alpha Omega Alpha Honor Medical Society's Edward B. Harris Medical Professionalism Award for the best professionalism course of U.S. medical schools. Psychodynamic principles are fundamental for teaching medical professionalism at a medical-student level. Professionalism also serves as a way to introduce students to psychiatry early in the curriculum, and psychiatrists and other mental health professionals are uniquely qualified to teach medical professionalism.

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals Vital Conversations: An Interactive Conflict Resolution Training Session for Fourth-Year Medical Students

MedEdPORTAL ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 11074
Author(s):  
Rathnayaka Mudiyanselage Gunasingha ◽  
Nancy Knudsen ◽  
Timothy Scialla ◽  
Amanda Shepherd ◽  
Alison Clay
Keyword(s):  
Conflict Resolution ◽  
Medical Students ◽  
Training Session ◽  
Fourth Year Medical Students ◽  
Conflict Resolution Training

scholarly journals Attitudes toward Medical Professionalism and Professional Medical Practices in Medical Students of Qazvin

2017 ◽  
Vol 10 (26) ◽  
pp. 164-174
Author(s):  
Haviv Rahban ◽  
Abbas Allami ◽  
Navid Mohammadi ◽  
◽  
◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Professionalism ◽  
Medical Practices

Principles of Medical Professionalism

2021 ◽  
Author(s):  
Gia Merlo
Keyword(s):  
Identity Formation ◽  
Medical Professional ◽  
Medical Professionalism ◽  
Medical Field ◽  
Self Reflection ◽  
Educational Framework ◽  
Need For Support ◽  
Medical Career ◽  
Tools And Techniques ◽  
Professional Transformation

Principles of Medical Professionalism will inform both future physicians and current practitioners that being a medical professional is not about being perfect, but rather about being human and recognizing our own limitations. The reader can therefore learn to manage their expectations about the profession while becoming more resilient to disruptions in the medical field such as artificial intelligence and the changing patient–doctor relationship. This book takes into consideration challenges to the uniform integration of a formal medical professionalism curriculum and addresses the critical need for support of practitioners’ professional development and identity formation throughout the various stages and transitions in their medical career. Overall, each chapter of this book aims to challenge the reader to engage in a process of self-reflection using the framework of the Gibb’s reflective cycle and provides health professionals of all levels with practical tools and techniques that will allow them to become more competent caregivers and leaders in their field. Indeed, the ultimate goal of the book is to encourage a medical educational framework supporting personal and professional transformation that may lead to more resilient and happier physicians. Thus, physicians may be better equipped to attend to the tasks of patient care that incorporate attention to healing, caring, and, compassion, while upholding their duty to serve the patient and society.

Women in Psychiatric Training

2018 ◽  
pp. 253-263
Author(s):  
Georgina Fozard ◽  
Philippa Greenfield
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Group Dynamics ◽  
Medical Practice ◽  
Medical Profession ◽  
Self Care ◽  
Psychiatric Training ◽  
Self Reflection ◽  
It Impacts ◽  
The Way

Training in psychiatry involves a fascinating and rewarding journey, and is a wonderful career for women. This chapter explores what it means to be a female psychiatric trainee. The authors discuss the recruitment crisis within psychiatry and the way that stigma and financial pressures upon the NHS compound this. They discuss their own experiences as medical students interested in psychiatry, particularly with regard to overcoming prejudices within the wider medical profession. There are certain challenges that are particular to training in psychiatry that women trainees face, including everyday sexism and how it impacts on self-esteem, as well as exposure to violence and stalking, and the effect of social media on medical practice. The authors discuss their own experiences in facing these challenges, what more could be done to support trainees, and they consider the importance of self-care and the way in which training as a psychiatrist can give trainees particular skills of self-reflection and insights into group dynamics that can be invaluable in developing as medical leaders.

Conflict Resolution

2013 ◽  
Author(s):  
Bernard Mayer
Keyword(s):  
Conflict Resolution ◽  
Social Work ◽  
Social Workers ◽  
Core Competency ◽  
Work Practice ◽  
The Elderly ◽  
Social Work Practice ◽  
Family Counseling ◽  
Potential Growth ◽  
Dispute System

Conflict resolution is a core competency for social workers, and social workers have contributed greatly to this thriving field. Conflict resolution as a field of practice includes mediation, facilitation, conflict coaching, dispute system design and management, and arbitration. Conflict professionals provide preventative, restorative, substantive, procedural, and decision-making services to people in conflict. The use of conflict resolution processes is rapidly growing in areas of traditional social work practice such as child welfare, special education, family counseling, care of the elderly, and medical care. This is a tremendous potential growth area for social work.

scholarly journals Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

2018 ◽  
Vol 10 (01) ◽  
pp. e23-e31
Author(s):  
Judas Kelley ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Test Score ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Colorado School ◽  
Self Reflection ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Post Test ◽  
The University

Background Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre- and post-tests, pre- and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n = 76) and post-test score was 72.3% (n = 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

Addiction Stigma Among Mental Health Professionals and Medical Students in Egypt

2016 ◽  
Vol 15 (4) ◽  
pp. 165-174 ◽  
Author(s):  
Amany Haroun El Rasheed ◽  
Mona M. El Sheikh ◽  
Marwa A. El Missiry ◽  
Hisham A. Hatata ◽  
Nihal Ahmed
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Mental Health Professionals ◽  
Health Professionals
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