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Teaching Practice-Based Learning on Inpatient Psychiatric Services

  • Agnieszka KalinowskiEmail author
  • Kristin S. Raj
  • Belinda S. Bandstra
In Brief Report

Abstract

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.

Keywords

Teaching methods Residents: inpatient 

Notes

Funding Information

AK was funded by the National Institutes of Mental Health T32MH019938-25.

Compliance with Ethical Standards

This work was determined not to meet criteria of research and was granted Exemption status by the Stanford IRB. Documentation is provided as an attachment.

Conflict of Interest

The authors declare that they have no conflict of interest.

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Copyright information

© Academic Psychiatry 2019

Authors and Affiliations

  1. 1.Stanford UniversityPalo AltoUSA

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