Student psychotherapistsʼ specialty choices and changes in their perceptions of self and patient

Schonfield, Jacob; Donner, L

doi:10.1097/00001888-197208000-00008

Cited by 3 publications

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“…Schonfield and Donner [ 8 ] question the value of exposing all medical students to the psychotherapist's role, finding that "technique-oriented" medical students develop more negative views of their patients and of their own efficacy than "person-oriented" medical students. TCom aims to minimize student disappointment and risk of patient harm through a focus on the student-patient relationship during the program and informed student self-selection beforehand: the program is offered to students on a voluntary basis and they are provided with a careful description of the program's expectations and challenges.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a communication skills program for first-year medical students at the University of Toronto

2009

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Section: Introductionmentioning

confidence: 99%

Evaluation of a communication skills program for first-year medical students at the University of Toronto

2009

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“…Similar schemes have been adopted by several medical schools in the UK, and others in Canada, Switzerland and Germany (Becker & Knauss, 1983), and developed and evaluated independently elsewhere (Marozas et al, 1971;Schonfield & Donner, 1972;Tech & Woon, 1975;Oldham et al, 1983;Borgeat et al, 1985;Frank et al, 1987;Gagnier & Gamache, 1991). The results of this study should encourage the setting up of student psychotherapy schemes at other medical schools as a special study module.…”

Section: Discussionmentioning

confidence: 77%

Who wants to do psychiatry?

Yakeley¹,

Shoenberg

Heady

2004

Psychiatr. bull.

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Aims and MethodThe study aimed to determine whether medical students who participated in a student psychotherapy scheme aimed at helping them learn about the doctor-patient relationship were more likely to choose psychiatry as a career than a control group who did not participate. One hundred and ninety-eight medical students who participated in the University College and Middlesex School of Medicine (UCMSM) Psychotherapy Scheme between 1982 and 1992, and 200 randomly selected students of the same period who did not, were sent a questionnaire asking about career choice.ResultsSeventy-seven of 163 participants in the scheme who sent back the questionnaire had not thought about doing psychiatry before entering the scheme. Of these, 11 became psychiatrists (14.3%), compared with only two (1.6%) of the 128 controls (of 152 respondents) who had not considered psychiatry as a career at the same stage. This difference is highly significant (P<0.001). Many of the participants, including those who did not specialise in psychiatry, emphasised how the scheme had helped them understand the doctor-patient relationship.ImplicationsParticipating in the Student Psychotherapy Scheme encouraged medical students to choose psychiatry as a career. This knowledge is important, particularly in view of the current recruitment crisis in psychiatry.

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“…Many investigators have looked at single personality characteristics of medical students and attempted to relate them to some measure of academic success (e.g., Huxham, Lipton & Cummons, 1976; Lipton, Huxham & Hamilton, 1975). Other approaches were used which tended to group these students on the basis of large clusters of personality characteristics, yet there was no systematic isolation of how these factors related to specific performance variables (e.g., Beiser, 1967; Lau & Offord, 1976, Schonfield & Donner, 1972).…”

Section: Introductionmentioning

confidence: 99%

Personality and performance in psychiatric education

1982

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An attempt was made in this study to develop a composite profile of personality characteristics of medical students that correlated differentially with successful achievement outcomes in the Psychiatry CLerkship at a University of Toronto teaching hospital. Data on 27 of 33 final year medical students in a psychiatry rotation programme were used to analyse canonical correlations between personality and achievement variables. The findings of the study indicated that success in clinical examinations was significantly correlated (R = 0.64, P less than 0.001) with a personality defined as apprehensive, anxious and less neurotic. Success on oral examinations was significantly correlated (R = 0.37, P less than 0.01) with a personality defined as anxious, more neurotic and extroverted. Success in objective multiple choice tests was not significantly correlated (R = 0.21, P = 0.10) with any particular personality profile, but the direction of the correlations suggested a personality describable as less intelligent (concrete thinking), apprehensive, adjusted and introverted. Although the small sample makes conclusions tentative, the findings are that students' personality differentially affect their examination results.

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Student psychotherapistsʼ specialty choices and changes in their perceptions of self and patient

Cited by 3 publications

References 0 publications

Evaluation of a communication skills program for first-year medical students at the University of Toronto

Evaluation of a communication skills program for first-year medical students at the University of Toronto

Who wants to do psychiatry?

Personality and performance in psychiatric education

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