Teaching practice-based learning on inpatient psychiatric services
A Kalinowski, KS Raj, BS Bandstra - Academic Psychiatry, 2020 - Springer
A Kalinowski, KS Raj, BS Bandstra
Academic Psychiatry, 2020•SpringerObjective Psychiatry residents must learn to incorporate new information into clinical
practice as the field quickly evolves. The authors developed a practice-based workshop
grounded in active learning principles on the inpatient psychiatric unit. Methods Residents
rotating on inpatient services observed a patient interview, then brainstormed learner-driven
learning objectives. They each independently researched selected topics, then utilized peer
instruction and discussion grounded in the clinical case. Topic areas covered over a year …
practice as the field quickly evolves. The authors developed a practice-based workshop
grounded in active learning principles on the inpatient psychiatric unit. Methods Residents
rotating on inpatient services observed a patient interview, then brainstormed learner-driven
learning objectives. They each independently researched selected topics, then utilized peer
instruction and discussion grounded in the clinical case. Topic areas covered over a year …
Objective
Psychiatry residents must learn to incorporate new information into clinical practice as the field quickly evolves. The authors developed a practice-based workshop grounded in active learning principles on the inpatient psychiatric unit.
Methods
Residents rotating on inpatient services observed a patient interview, then brainstormed learner-driven learning objectives. They each independently researched selected topics, then utilized peer instruction and discussion grounded in the clinical case. Topic areas covered over a year were tracked and residents’ experiences were surveyed.
Results
The material covered included evidence-based treatments, neuroscience, cultural, and systems psychiatry. Residents rated the workshop as highly effective and engaging (91% and 96%, respectively, on Likert Scale) and positively on the Tutorial Group Effectiveness Instrument (3.8 ± 0.6 for cognitive aspects, 3.2 ± 0.7 for motivational aspects, and 2.7 ± 0.6 for demotivational aspects).
Conclusions
This case-based and learner-driven peer teaching model based on an active learning model allows for quick integration of new material into the curriculum with resident satisfaction.
Springer
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