Teaching Psychiatry to Medical Students: A Lesson for the Teacher

1971 ◽  
Vol 2 (1) ◽  
pp. 81-89 ◽  
Author(s):  
Alan M. Lazerson
Keyword(s):  
Medical Students ◽  
Evaluation Process ◽  
Evaluation Procedures ◽  
Practice Of Medicine ◽  
Second Year ◽  
Delayed Recognition ◽  
Teaching Psychiatry ◽  
Definition Of ◽  
Teaching Learning ◽  
To Receive

As in the clinical practice of medicine, crises are common events in the lives of those who teach. When these are viewed as episodes in the development and continuation of a teaching-learning situation, they serve to focus attention on the entire learning process. The refusal by a section of second year medical students to sign their psychiatry quiz papers is taken as such an event and is scrutinized to help define the task of a teacher of psychiatry in an era of confrontation. With a conceptual focus on the dyad of teacher and student, and a consideration of the collaborative definition of goals, content, methods and evaluation procedures, the author describes his delayed recognition of the full impact of the milieu on the students. Their perception of the evaluation process and the necessity to involve them in it is described. Such elements as work overload, a minimization of the relative importance of psychiatric learning, an understandable fear and mistrust of authority are considered, as are the students' wishes to be good physicians and to receive feedback. A solution to this problem which resolved the crisis and prevented its recurrence is outlined. Such post facto learning by the teacher fosters the activity of the intuitive and cognitive processes in him, and permits him to form new perceptions of the teaching process.

scholarly journals Efficacy of Standardized Extract ofBacopa monnieri(Bacognize®) on Cognitive Functions of Medical Students: A Six-Week, Randomized Placebo-Controlled Trial

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Navneet Kumar ◽  
L. G. Abichandani ◽  
Vijay Thawani ◽  
K. J. Gharpure ◽  
M. U. R. Naidu ◽  
...  
Keyword(s):  
Medical Students ◽  
Cognitive Functions ◽  
Controlled Trial ◽  
Bacopa Monnieri ◽  
Normal Range ◽  
Double Blind ◽  
Double Blind Placebo ◽  
Medical College ◽  
Second Year ◽  
To Receive

Rationale.Bacopa monnieri, popularly known as Brahmi, has been traditionally used in Ayurveda since ages for its memory enhancing properties. However, data on placebo-controlled trial ofBacopa monnierion intellectual sample is scarce. Hence this study was planned to evaluate the effect ofBacopa monnierion memory of medical students for six weeks.Objective. To evaluate the efficacy ofBacopa monnierion memory of medical students with six weeks’ administration.Method and Material. This was a randomized double blind placebo-controlled noncrossover, parallel trial. Sixty medical students of either gender from second year of medical school, third term, regular batch, were enrolled from Government Medical College, Nagpur, India. Baseline biochemical and memory tests were done. The participants were randomly divided in two groups to receive either 150 mg of standardized extract ofBacopa monnieri(Bacognize) or matching placebo twice daily for six weeks. All baseline investigations were repeated at the end of the trial. Students were followed up for 15 days after the intervention.Results. Statistically significant improvement was seen in the tests relating to the cognitive functions with use ofBacopa monnieri. Blood biochemistry also showed a significant increase in serum calcium levels (still within normal range).

scholarly journals Perception of Preclinical Medical Students About Pathology Subject and the Teaching Methods in an Indian Medical College

2021 ◽  
Vol 7 (2) ◽  
pp. 132-141
Author(s):  
S Sood ◽  
SP Gulia
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Training ◽  
Clinical Stage ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Preclinical Medical Students ◽  
Second Year ◽  
Improved Learning ◽  
Teaching Learning

Background: Pathology is a key subject at the pre-clinical stage of medical training. Objectives: To determine the perception of second-year MBBS (preclinical) students regarding Pathology as a subject and the effectiveness of various teaching, learning and assessment methods. Methods: This cross-sectional study was carried out on 145 randomly selected, second-year MBBS students, appearing for their Phase II final university exams. A predesigned questionnaire with questions about students’ perception of pathology was administered to the students. The questionnaire also assessed the various teaching-learning methods currently used by the faculty. The students were also requested to make suggestions regarding the modifications needed in the teaching methods. Results: A total of 145 out of 150 regular-batch students participated in the study. One hundred (68.9%) regarded pathology as an interesting subject; 131 (90.3%) felt pathology acts as a bridge between paraclinical and clinical branches while 107 (73.8%) found blackboard teaching more effective. Conclusion: The study revealed that the preclinical medical students showed a favourable predisposition towards pathology as a subject while highlighting areas that need to be addressed for more effective teaching and improved learning towards producing better medical professionals.

scholarly journals Implementation of problem-oriented learning sessions in para-clinical years of medical college

2019 ◽  
Vol 8 (1) ◽  
pp. 38-40
Author(s):  
Saurabh RamBihariLal Shrivastava ◽  
Prateek Saurabh Shrivastava
Keyword(s):  
Medical Students ◽  
Health Care Professionals ◽  
Undergraduate Education ◽  
Faculty Members ◽  
Problem Solving Skills ◽  
Medical College ◽  
Additional Information ◽  
Second Year ◽  
Teaching Learning ◽  
Competent Health Care

Background: In order to develop competent health care professionals and to help medical students to acquire clinical reasoning, critical thinking and problem-solving skills, it was decided to initiate problem-oriented learning (POL) sessions as a part of implementation of integrated learning in the second year of undergraduate education of medical students in a medical college. Methods: A group of 150 students in the second year of their undergraduate education was divided into 10 sets of 15 members each. For each weekly POL session, one lead department was identified and from that department, one faculty member was assigned for each of the 10 groups for clarity and guidance. Four to five departments in all were involved in these POL sessions based on the topic and were instructed to frame their objectives and share these with the lead department at least one week prior to each session to develop appropriate problems for discussion. Results: Initial results failed to meet the desired objectives. The entire exercise was restructured and attention was given to the areas where weaknesses were identified. Faculty members were provided with additional information about POL and the number of sessions was reduced to two per month. Faculty members were instructed to be discussion facilitators rather than to become involved in didactic teaching. Subsequently, a significant improvement was observed both in terms of outcomes and student participation. Conclusion: It is relatively easy to start a new mode of teaching-learning; however, outcomes improve when efforts are planned systematically and implementation is revisited after challenges and gaps are identified.

The Psychiatric Training of Medical Students

1981 ◽  
Vol 26 (5) ◽  
pp. 301-308 ◽  
Author(s):  
G. Voineskos ◽  
S.E. Greben ◽  
F.H. Lowy ◽  
R.L. Smith ◽  
P.D. Steinhauer
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Psychiatric Training ◽  
Undergraduate Teaching ◽  
Psychiatric Education ◽  
Daily Work ◽  
Systematic Effort ◽  
Practice Of Medicine ◽  
Teaching Psychiatry ◽  
Carry Over

Undergraduate psychiatric education should be concerned mostly with those aspects of psychiatry required for the proper practice of medicine. Psychiatric concepts and techniques are applicable to all medical practice and relevant to the daily work of every physician or surgeon. Therefore, in the psychiatric training of medical students the focus should be primarily on teaching “psychiatry of medical practice” and much less on teaching “specialty psychiatry. “ The teaching of psychiatry for medical practice will be best accomplished by selecting patients who are more like those the student will see later on as a practising physician. A systematic effort should be made to develop joint teaching with other departments, if we are to hope that students will carry over the approach we teach them to other subjects of medicine. Counselling and psychotherapy are essential skills for every physician or surgeon; medical students should be taught these skills by psychiatrists who are not just skilled psychotherapists but are also comfortable in their role as physicians in view of the importance of this role for the development of the identity of the medical student as a physician. The quality of the psychiatric training of medical students is dependent to a large extent on the priority accorded to undergraduate teaching by the department of psychiatry; competing activities, however, can result in undergraduate teaching being given less than top priority. Long-standing difficulties which psychiatry and psychiatrists experience in the medical school may impede undergraduate psychiatric education; these difficulties can be lessened by the closer involvement of psychiatrists with other physicians in the clinical and educational programs.

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