The general hospital as a center of biopsychosocial training

O'Shanick, Gregory J.; Levenson, James L.; Wise, Thomas N.

doi:10.1016/0163-8343(86)90052-6

Cited by 5 publications

(3 citation statements)

References 49 publications

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“…The similarity between both studies may be explained by the current emphasis given to the psychosocial factors in undergraduate curriculum and the progress made in the integration of social and behavioural sciences 15 . This is in line with the fact that our hospital was accredited by the American Association of Medical Colleges in 1997, where the need to incorporate these aspects was explicitly pointed out 16 . On the other hand, 66.6% of academics working within the hospital have spent at least one year in hospitals and universities abroad, which allows for the standardization with highly prestigious centres.…”

Section: Discussionsupporting

confidence: 67%

In the general hospital: A doctors'perception survey

et al. 2006

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Psychosocial factors play an important role in the clinical practice in the general hospital. The main objective of this study is to evaluate the relevance assigned by non psychiatry physicians who work in a teaching general hospital, to psychosocial factors in the context of their day-today clinical practice, and the coping strategies they adopt to deal with them. A second objective is to assess the evaluation of the Consultation-Liaison (C-L) service in a teaching hospital. Method: A previous questionnaire about perception of psychosocial factors in the general hospital (1) was adapted. Our questionnaire consists of 3 sections. A first section gathers socio-demographic information of surveyed physicians; a second section evaluates the relevance assigned by non psychiatry physicians to psychosocial factors, and their coping strategies, and finally, a third new section designed to provide an evaluation of our C-L unit service provision by non psychiatry physicians. Results: Of a total of 219 non specialty physicians responding to the survey, 35.5% stated they had adequate knowledge of psychiatric disorders, 87.3% considered that psychosocial factors influence the origin and prognosis of physical illnesses and 99.5% considered that social and emotional aspects play an important role in their clinical practice. 79.6% considered psychiatrists to be essential for the care of hospitalized patients. Statistical significance was set at 5%. Conclusion(s): This paper highlights the relevance attributed to psychosocial factors in clinical practice and the importance assigned to the C-L services by non specialty physicians of a teaching general hospital.

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Section: Discussionsupporting

confidence: 67%

In the general hospital: A doctors'perception survey

et al. 2006

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“…Many authoritative contributions have recently confirmed this [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20]and have recommended that C-L psychiatry be recognised as a distinct subspeciality [21, 22, 23]. …”

Section: Introductionmentioning

confidence: 94%

Teaching and Training in the Psychiatric-Psychosomatic Consultation-Liaison Setting

Rigatelli¹,

Ferrari²,

Uguzzoni³

et al. 2000

Psychother Psychosom

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Background: The consultation-liaison (C-L) psychiatrist is in an opportune position to undertake the tasks of education, training and assessment of performance as regards future physicians, psychiatrists, specialists in other branches and nurses. This paper describes the education and training programme in the Psychiatric-Psychosomatic C-L Service of Modena University Hospital. Description of the Programme: This programme consists of the following main activities: (1) daily group-case supervision, performed by the full-time psychiatrist together with the psychiatry residents of the C-L staff; (2) a bimonthly quality management meeting, which is part of a European project of measurement and improvement of quality of service; (3) weekly lectures on selected topics; (4) monthly tutorials in research techniques; (5) bimonthly presentations of literature reviews; (6) weekly clinical case conferences, which are the nucleus of the curriculum and which focus on the following main topics: ‘the patients’, ‘the intervention’ and ‘the group’, and (7) liaison meetings requested by non-psychiatric departments. Conclusions: A common denominator seen throughout the teaching and training activities of such a programme is the attitude of openness and effort toward integration which should be the C-L psychiatrist’s distinguishing mark, in the context of the general hospital.

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“…Undergraduate medical students are often recipients of this education. There are two basic goals in teaching undergraduate medical students [26]. The first is to impart knowledge about basic psychiatric syndromes that include the major psychosis both func tional and organic as well as the role of char acter disorders and other psychiatric catego ries.…”

Section: Who Are the Students?mentioning

confidence: 99%

Teaching Psychosomatic Medicine: Utilizing Concurrent Perspectives

Wise¹

1993

Psychother Psychosom

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Teaching psychosomatic medicine is a challenge in the contemporary medical culture that rewards technology and empiricism. The biopsychosocial model of disease offers an overview about psychosomatic medicine for educating students at all levels of medical training. The teacher can then utilize the various perspectives found in psychiatry to emphasize that the medical model of disease states which concur with the meaningful elements of patient’s life narratives, their personality style and possible motivated behaviors fully illuminates psychosomatic illness.

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The general hospital as a center of biopsychosocial training

Cited by 5 publications

References 49 publications

In the general hospital: A doctors'perception survey

In the general hospital: A doctors'perception survey

Teaching and Training in the Psychiatric-Psychosomatic Consultation-Liaison Setting

Teaching Psychosomatic Medicine: Utilizing Concurrent Perspectives

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