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:	Martin A, de Carvalho Filho MA, Jaarsma D, Duvivier R
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2021
Materias:	medical education psychiatry reflective practice simulated patients stigma video-enhanced didactic Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/d726fb2713eb422c8d64cbe4e7113aa5
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spelling	oai:doaj.org-article:d726fb2713eb422c8d64cbe4e7113aa52021-11-30T18:50:36ZMaking It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education1179-7258https://doaj.org/article/d726fb2713eb422c8d64cbe4e7113aa52021-11-01T00:00:00Zhttps://www.dovepress.com/making-it-real-from-telling-to-showing-sharing-and-doing-in-psychiatri-peer-reviewed-fulltext-article-AMEPhttps://doaj.org/toc/1179-7258Andrés 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 didacticMartin Ade Carvalho Filho MAJaarsma DDuvivier RDove Medical Pressarticlemedical educationpsychiatryreflective practicesimulated patientsstigmavideo-enhanced didacticSpecial aspects of educationLC8-6691Medicine (General)R5-920ENAdvances in Medical Education and Practice, Vol Volume 12, Pp 1379-1388 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	medical education psychiatry reflective practice simulated patients stigma video-enhanced didactic Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	medical education psychiatry reflective practice simulated patients stigma video-enhanced didactic Special aspects of education LC8-6691 Medicine (General) R5-920 Martin A de Carvalho Filho MA Jaarsma D Duvivier R Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
description	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
format	article
author	Martin A de Carvalho Filho MA Jaarsma D Duvivier R
author_facet	Martin A de Carvalho Filho MA Jaarsma D Duvivier R
author_sort	Martin A
title	Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
title_short	Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
title_full	Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
title_fullStr	Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
title_full_unstemmed	Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education
title_sort	making it real: from telling to showing, sharing, and doing in psychiatric education
publisher	Dove Medical Press
publishDate	2021
url	https://doaj.org/article/d726fb2713eb422c8d64cbe4e7113aa5
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Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education

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