Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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As medical schools reform clinical curricula, an increasing amount of time is spent in active learning activities. The authors hypothesized that students who spent more time in active learning educational activities (e.g., team-based learning, small group activities, clinical simulation) would receive higher NBME Subject Exam scores compared to students with less. ⋯ This study found that increasing the amount of active learning did not improve student performance on the NBME Subject Exam in psychiatry. This study provides preliminary, but unexpected, evidence of interest to medical educators and curriculum reformers that increasing the amount of active learning is not significantly associated with improved student test performance.
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This study sought to evaluate the status of psychiatric education in Ob/Gyn residencies. ⋯ Lack of integration between Ob/Gyn and psychiatry was the most cited barrier to effective psychiatric education of Ob/Gyn residents, highlighting the importance of increased partnership between the two fields. Didactic instruction decreased compared to 2001, and considerable gaps still remain. Most program directors perceive that residents are not equipped to identify patients' psychiatric needs.
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This study sought to screen for the burden of work-related posttraumatic stress disorder (PTSD) symptoms in internal medicine residents. ⋯ Self-reported stressors are highly prevalent in internal medicine trainees. Verbal/physical assault by patients and families appear to be the triggering event for most positive screens. These observations will help with future study designs to quantify the burden of work related PTSD in internal medicine trainee physicians so that appropriate supportive measures can be provided.
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Primary Care and Neurology in Psychiatry Residency Training: a Survey of Early Career Psychiatrists.
A survey of recently certified psychiatrists was conducted to obtain their feedback about the contribution of the primary care and neurology components of residency training to their professional development and to their current needs as practitioners. ⋯ These psychiatrists were generally satisfied with the primary care and neurology components of residency training and felt that they had contributed to their professional development. Their suggestions for improvement contribute to the rich discussion among training directors and other psychiatry educators about these components of residency training.