Teaching Practice-Based Learning on Inpatient Psychiatric Services
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.
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.
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).
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.
KeywordsTeaching methods Residents: inpatient
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.
- 5.Walker A, Leary H, Hmelo-Silver C, Ertmer PA. Essential readings in problem-based learning: exploring and extending the legacy of Howard S. Barrows. 1st ed. West Lafayette: Purdue University Press; 2015.Google Scholar
- 7.Arbuckle M, Ross D, Travis M. NNCI: National Neuroscience Curriculum Initiative. [Online]. Available: https://www.nncionline.org/. Accessed 20 Dec 2016–17 Jun 2017.