Problem-based learning of psychopathology in a traditional curriculum using multiple conceptual models

Abstract

A course in basic psychopathology is described in which problem-based learning is implemented in small groups in a traditional medical school curriculum. Simulated patients are utilized to provide the problem data and to allow for practice in medical interviewing. The problem-based portion of the course focuses on the explanation of various psychiatric disorders using an integration of four conceptual models: the medical/biological; the behavioural/learning; the sociocultural; and the psychodynamic. Reception of the course, based on student evaluations as well as teachers' enthusiasm and participation, has been positive for the 6 years the course has existed in this format, lending support to the conclusion that problem-based methods can be successfully integrated into a traditional lecture-based curriculum.

Attitude of medical students towards psychiatry

“…The importance of student rating concerning the teaching programme (Dubson 1987; West & West 1987) was given priority. In soliciting the students' comments we included the psychosomatic course as a part of an overall evaluation of their attitude towards all subjects and choice of specialty, at the end focusing on their attitude towards psychiatry, and asking for comments on the role of psychosomatic medicine in affecting their choices.…”

Teaching Somatoform Disorders in a "Nervous System and Behaviour" Course: The Opportunities and Limitations of Problem-Based Learning

“…The following steps are necessary: clarification of unknown terms, recognition/extraction of symptoms, the patient's personal history, definition of the problem or the problems, formulation and examination of hypotheses and the consideration of existing explanation models. This last important step consists of the identification of bio-medical, behavioural, socio-cultural and psychodynamic approaches, which should be integrated into a total picture (West & West, 1987).…”

De evolutie in de waardering van studenten en docenten van probleemoplossingsgerichte klinische colleges

“…Evaluatie door studenten was doorgaans schriftelijk. [6][7] Zelden werd in beide groepen een vragenlijst afgenomen. [8][9] Het probleemgestuurd onderwijs duurde zelden langer dan een maand.…”