Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
Andrés Martin,1– 3 Marco A de Carvalho Filho,3,4 Debbie Jaarsma,3,5 Robbert Duvivier3,6 1Child Study Center, Yale School of Medicine, New Haven, CT, USA; 2Simulated Participant Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA; 3Center for Educational Development and...
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| Autores principales: | , , , |
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| Formato: | article |
| Lenguaje: | EN |
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Dove Medical Press
2021
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| Acceso en línea: | https://doaj.org/article/d726fb2713eb422c8d64cbe4e7113aa5 |
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| Sumario: | Andrés Martin,1– 3 Marco A de Carvalho Filho,3,4 Debbie Jaarsma,3,5 Robbert Duvivier3,6 1Child Study Center, Yale School of Medicine, New Haven, CT, USA; 2Simulated Participant Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA; 3Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, the Netherlands; 4School of Medical Sciences, University of Minho, Braga, Portugal; 5Faculty of Veterinary Medicine, University of Utrecht, Utrecht, the Netherlands; 6Parnassia Psychiatric Institute, The Hague, the NetherlandsCorrespondence: Andrés MartinYale Child Study Center, 230 South Frontage Road, New Haven, CT, 06520-7900, USATel +1 203-494-2355Fax + 1 203-785-7400Email andres.martin@yale.eduObjective: Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of mental illnesses, and of those affected by them.Methods: In blending the works of Bleakley, Bligh, and Brown (2011) and of Kumagai and Naidu (2015), we developed an overarching heuristic with practical relevance and concrete applications to psychiatric education.Results: We identify three areas to enhance psychiatric education embedded into this blended framework: 1) Showing, or the more accurate depiction or imaging of mental illnesses and of psychiatric practice, as exemplified by the incorporation into didactic content of asynchronous video-based clinical materials produced with specific educational objectives in mind; 2) Sharing, or addressing the image problem of mental illnesses, of those living with or affected by them, and of psychiatry as a profession, as exemplified by psychiatrists embracing their role as experts by professional and personal experience when sharing their own journeys with mental illness, treatment, and recovery; and 3) Doing, or reimagining reflective psychiatric practice, as exemplified by the novel methodology of co-constructive patient simulation (CCPS), through which learners can engage in reflective practice and supervision in a participatory and democratic setting that does not privilege participants’ hierarchical standing.Conclusion: The blended model and the sample applications we describe offer a range of teaching, learning, and professional development opportunities, should psychiatric educators choose to pursue them and reap their promise.Keywords: medical education, psychiatry, reflective practice, simulated patients, stigma, video-enhanced didactic |
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