Psychiatry

2014 ◽  
Keyword(s):  
Medical Students ◽  
Psychiatric Illness ◽  
Psychiatry Clerkship ◽  
Clinical Skills ◽  
Relevant Information ◽  
Dsm 5 ◽  
Exam Preparation ◽  
Second Year ◽  
Interviewing Techniques

Fully updated for DSM-5 and designed specifically for medical students, as well as other trainees in the health professions, the third edition of Psychiatry is a dynamic introductory resource in psychiatry. Ideally suited for first and second year medical students during their psychopathology course and third year medical students during their psychiatry clerkship, the material is presented in a clear, concise, and practical manner perfect for exam preparation. The authors provide a thorough yet concise introduction to clinical psychiatry, focusing on basic clinical skills like recognition and assessment of psychiatric illness. Clinically relevant information is emphasized, including practical interviewing techniques. It uses case studies, DSM-5 guidelines, and extensive tables to act as a comprehensive guide for the busy medical student studying for exams. In response to DSM-5, this new edition has been reorganised and fully updated to include the new disorders and classification of psychiatric illness.

Understanding Substance Use Problems

2019 ◽  
pp. 11-22
Author(s):  
Dennis C. Daley ◽  
Antoine Douaihy
Keyword(s):  
Substance Use ◽  
Prescription Drugs ◽  
Attention Deficit Disorder ◽  
Psychiatric Illness ◽  
Pain Anxiety ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Current Trends ◽  
Specific Symptoms

This chapter provides an overview of substance use, substance use disorders (SUDs), and co-occurring disorders (CODs, or SUDs combined with psychiatric illness). The authors address current trends in substance use, challenges for practitioners, the importance of a therapeutic alliance with clients, causes and effects of SUDs, classification of SUDs based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and specific symptoms of a SUD. A substance problem exists when an individual experiences any difficulty or adverse effect caused by the use of alcohol, tobacco, or other drugs. These include illicit street drugs and prescription drugs with addiction potential used for pain, anxiety, sleep, and attention deficit disorder.

scholarly journals Can Specialists and Generalists Teach Clinical Skills to Second-year Medical Students with Equal Effectiveness?

2002 ◽  
Vol 77 (10) ◽  
pp. 1030-1033 ◽  
Author(s):  
Laura J. Zakowski ◽  
Christine Seibert ◽  
Selma VanEyck ◽  
Susan Skochelak ◽  
Susan Dottl ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Second Year ◽  
Equal Effectiveness

scholarly journals Virtual Integrated Patient: An AI supplementary tool for second-year medical students

2021 ◽  
Vol 6 (3) ◽  
pp. 87-90
Author(s):  
Juanita S. M. Kong ◽  
Boon See Teo ◽  
Yueh Jia Lee ◽  
Anu Bharath Pabba ◽  
Edmund J.D. Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Physical Examination ◽  
Clinical Skills ◽  
History Taking ◽  
Clinical Rotations ◽  
Face To Face ◽  
Second Year ◽  
Standardised Patients ◽  
Real Patients

Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.

scholarly journals Peers United in Leadership & Skills Enhancement (PULSE): A near peer mentoring program for medical students

2020 ◽  
Author(s):  
Adam Neufeld ◽  
Zachary Huschi ◽  
Amanda Ames ◽  
Greg Malin ◽  
Meredith McKague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Leadership Skills ◽  
Skills Development ◽  
Structured Learning ◽  
First Year ◽  
Mentoring Program ◽  
Second Year

Implication Statement  We created a near peer mentoring program in pre-clerkship, which gave medical students the opportunity to work together, teach others, and practice their clinical skills. It uniquely connects first year “learner-mentees” and second year “instructor-mentors” in semi-structured learning environments, from October to April. Beyond supporting intrinsic motivation, skills development, and collaboration, students gained experience in teaching; an important skill for physicians.

scholarly journals Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Bita Shahrvini ◽  
Sally L. Baxter ◽  
Charles S. Coffey ◽  
Bridget V. MacDonald ◽  
Lina Lander
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
The United States ◽  
Living Environment ◽  
Learning Material ◽  
Quality Of Instruction ◽  
Skills Laboratory ◽  
Second Year ◽  
Remote Learning

Abstract Background The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. Methods A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. Results Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. Conclusions Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

221 EVALUATING THE EFFECTIVENESS OF A CLINICAL SKILLS LABORATORY FOR FIRST AND SECOND YEAR MEDICAL STUDENTS.

2004 ◽  
Vol 52 (Suppl 1) ◽  
pp. S296.4-S296
Author(s):  
S Chauvin ◽  
D Lofaso ◽  
P DeBlieux ◽  
T Yang ◽  
R DiCarlo ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Skills Laboratory ◽  
Second Year

Relationship Between Faculty and Standardized Patient Assessment Scores of Podiatric Medical Students During a Standardized Performance Assessment Laboratory

2016 ◽  
Vol 106 (2) ◽  
pp. 116-120 ◽  
Author(s):  
James M. Mahoney ◽  
Vassilios Vardaxis ◽  
Noreen Anwar ◽  
Jacob Hagenbucher
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Health Professional ◽  
Faculty Member ◽  
Performance Assessment ◽  
Clinical Skills ◽  
Pearson Correlation ◽  
Faculty Assessment ◽  
Assessment Scores ◽  
Second Year

Background: Direct assessment of health professional student performance of clinical skills can be accurately performed in the standardized performance assessment laboratory (SPAL), typically by health professional faculty. However, owing to time and economic considerations, nonmedical individuals have been specially trained to perform the same function (standardized patients [SPs]). This study compared the assessment scores of the history and physical examination components of a SPAL designed for second-year podiatric medical students at Des Moines University (DMU) by a podiatry medical faculty member and SPs. Methods: A total of 101 students from the classes of 2015 and 2016 were evaluated in 2013 and 2014 by 11 to 13 SPs from the DMU SPAL program. The video recordings of these 101 students were then evaluated by one faculty member from the College of Podiatric Medicine and Surgery at DMU. Results: The Pearson correlation coefficient for each class showed a strong linear relationship between SP and faculty assessment scores. The associations between SP and faculty assessment scores in the history, physical examination, and combined history and physical examination components for the 2016 class (0.706, 0.925, and 0.911, respectively) were found to be stronger than those for the 2015 class (0.697, 0.791, and 0.791, respectively). Conclusions: This study indicated that there are strong associations between the assessment scores of trained SPs and faculty for the history, physical examination, and combined history and physical examination components of second-year SPAL activity for podiatric medical students.

EVALUATING THE EFFECTIVENESS OF A CLINICAL SKILLS LABORATORY FOR FIRST AND SECOND YEAR MEDICAL STUDENTS.

2004 ◽  
Vol 52 ◽  
pp. S296
Author(s):  
S Chauvin ◽  
D Lofaso ◽  
P DeBlieux ◽  
T Yang ◽  
R DiCarlo ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Skills Laboratory ◽  
Second Year
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