Psychotherapy training is mandatory before trainees can gain membership of the Royal College of Psychiatrists. One type of introduction to psychotherapy is via a case discussion group, such as the one pioneered by Michael Balint. Much has been published regarding psychotherapy training, but little describing the Balint method from a trainee's perspective. Our paper outlines trainees' experiences of participating in this type of group. The group encouraged trainees to think about the doctor–patient relationship in their everyday clinical practice. All of those who finished the group described a positive experience, giving a good grounding for further psychotherapy training.
Psychotherapy training is mandatory before trainees can gain membership of the Royal College of Psychiatrists. One type of introduction to psychotherapy is via a case discussion group, such as the one pioneered by Michael Balint. Much has been published regarding psychotherapy training, but little describing the Balint method from a trainee's perspective. Our paper outlines trainees' experiences of participating in this type of group. The group encouraged trainees to think about the doctor–patient relationship in their everyday clinical practice. All of those who finished the group described a positive experience, giving a good grounding for further psychotherapy training.
Bitesized teaching is an initiative that has worked successfully in Yorkshire and Derbyshire mental health services for the last 3 years. It involves the delivery of high-impact, 10-minute tutorials on physical health topics, which take place once a week in the ward lunchtime handover period. This is an initiative that is easy to implement and has proved transferable across different ward-based settings, not least because of its minimal financial implications. This paper outlines the rationale for bitesized teaching before discussing the threefold appraisal involving the audit of feedback from brief questionnaires, focus group commentary and a personal testimony from a staff nurse. We used data from two mental health units, with feedback from a mixed adult and older adult general acute setting producing 129 questionnaire forms and a forensic site producing 162 questionnaire forms. Analysis revealed that there was an overall improvement in the perceived knowledge of practitioners of 63% in the forensic setting, compared to between 34% and 46% improvement in perceived knowledge of practitioners in the mixed adult and older adult general acute setting. In conclusion, bitesized teaching has generated significant increase in practitioners' perceived knowledge of physical health issues on the ward. This suggests that the concept of short, focused tutorials is highly effective as a training tool for ward-based work.
clinical skills, communication skills, cultural competency and diversity, end-of-life care, ethics and professionalism, evidence-based medicine, geriatrics, integrative medicine, knowledge management, pain management, and population health. These areas were defined through a combination of internal selfstudy, external requirements, and student and faculty interest. Single theme integration is reported widely in the literature. However, this medical school has developed a dynamic process to address integration of its multiple themes. What was done Each theme was represented by a content expert who developed a comprehensive subject curriculum based on national recommendations supported by published references. These curricular documents were then integrated into the school's 6 core competencies: medical knowledge, integration and critical reasoning, patient care, interpersonal and communications skills, professionalism, ethics and self-assessment, practicebased learning and improvement, and community and systems-based practice. Through consensus, the cross-cutting curriculum was reviewed by the task force for gaps and redundancy across phases, and a final document integrating the 12 crosscutting themes was produced. A detailed, concise implementation plan by phase outlining crosscutting topics associated with core competencies evolved. Additional integration within cross-cutting topics in joint adoption of and support for crossover cross-cutting topics also serendipitously occurred. Implementation of this plan began in August 2004. Evaluation of results and impact The impact of this process involves evaluation tools already embedded in the ongoing evaluation structure through phases 1)2)3. These tools include: a curriculum and assessment database, American Association of Medical Colleges (AAMC) Graduation Questionnaire students' ratings, students' perceptions of the quality and quantity of cross-cutting issues in the curriculum through internal surveys and focus groups at each phase, and summative and formative examinations. Because the curriculum, evaluation and assessment processes occur within the curricular framework, faculty instrumental in the crosscutting issues curriculum expect their work to be sustained.
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