A Sociological Calendar of Transitional Stages During Psychiatry Residency Training

Fann, Jesse R.

doi:10.1176/appi.ap.27.1.31

Cited by 12 publications

(4 citation statements)

References 23 publications

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“…Generally, the studies that focus on linguistic skills have suggested that students need to be evaluated during oral presentations continually in order to become confident, use actual technologies, capable of initiating and sustaining a discussion, accepting of criticism, and capable of making concise conclusions during discussions (Adler, Werner, & Korsch, 1980;Fann, Hunt, & Schaad, 2003). In this sense, the proposed instrument is an alternative that allows students to maintain personal motivation to practice, stimulate, and compare the student with himself or herself as well as with others.…”

Section: Discussionmentioning

confidence: 99%

Proposed Standards for Assessing Language Skills of Adolescent Students

Lagos-Luciano¹,

Andruske²,

Cossío-Bolaños³

et al. 2019

iejee

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The aim of the study was to validate an instrument and propose standards to measure the language skills of school adolescents. 2270 adolescents (1134 males and 1136 females) in the region of Maule (Chile) was studied. The age range is between 10 to 18 years. The validated instrument has three categories (verbal, paralinguistic and non-verbal) and a total of 26 items. The instrument showed to be valid after the exploratory analysis and Cronbach α (0.86 to 0.88) showed highly reliable values. The LMS method to develop percentiles, let p10, p50 and p90 calculated by age and sex. The instrument measures developed language skills valid and reliable also adopted cutoffs allow diagnose and adolescents by age and sex. These results suggest the use and application of the instrument as an everyday tool in social, cultural and educational contexts.

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Section: Discussionmentioning

confidence: 99%

Proposed Standards for Assessing Language Skills of Adolescent Students

Lagos-Luciano¹,

Andruske²,

Cossío-Bolaños³

et al. 2019

iejee

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“…As young physicians progress in their training, self-representations change and their perceptions and attitudes towards psychosocial issues and patient-physician relationships evolve. Over time, they also feel more confident in their ability to deal with psychosocial issues [89] and give more importance to patient-centred models of care [90].…”

Section: Tailoring Communication Skills Training To Trainees' Individ...mentioning

confidence: 99%

Teaching communication skills: beyond wishful thinking

Perron¹,

Sommer²,

Louis‐Simonet³

et al. 2015

Swiss Med Wkly

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Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review.

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“…Professional identity includes an array of attitudes and values toward patients and the profession of medicine itself-attitudes and values that are explicitly and implicitly espoused, and that lead to changes in the student's way of conceptualizing himself or herself (Fann, Hunt, & Schaad, 2003;Klagsbrun, 1967). In our own field, Louie, Roberts, and Coverdale (2007) emphasize that effective training in psychiatry requires formation of a professional identity, and they advocate fostering greater awareness and emphasis on this aspect of medical education.…”

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confidence: 99%

The Training of Psychodynamic Psychiatrists: The Concept of “Psychodynamic Virtue”

Brenner¹,

Khan²

2013

Psychodynamic Psychiatry

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Competence as a psychodynamic psychiatrist requires more than the acquisition of a body of theoretical knowledge and a set of technical skills. It calls for the acquisition of a set of virtues--attitudes of mind and heart--that are embedded in the character and person of the developing resident. The authors enumerate and explore these psychodynamic virtues. They discuss how residency training can best serve to develop these virtues in residents.

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A Sociological Calendar of Transitional Stages During Psychiatry Residency Training

Cited by 12 publications

References 23 publications

Proposed Standards for Assessing Language Skills of Adolescent Students

Proposed Standards for Assessing Language Skills of Adolescent Students

Teaching communication skills: beyond wishful thinking

The Training of Psychodynamic Psychiatrists: The Concept of “Psychodynamic Virtue”

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