Teaching Of Medical Psychology Research Articles

The rise of psychological physicians: The certification of insanity and the teaching of medical psychology

This paper investigates the nexus between the legal provisions for the certification of insanity and the introduction of psychological medicine into British medical education. Considering legal and published sources, it shows that the 1853 Lunatic Asylums Act proved fundamental for the promotion of medical psychology as part of medical training. By giving doctors the authority to report “facts of insanity”, this law created the need for “psychological physicians” capable of certifying lunacy. I explore this connection in three sections. First, I introduce the emergence of medical certificates in the context of asylum committal. Second, I focus on the certification procedure introduced in 1853 which required “facts of insanity personally observed”. Third, I consider how British asylum doctors advocated for the diffusion of psychological medicine as an essential university subject for certifying practitioners. This paper emphasizes the relevance of confinement legislation in the development of psychiatry as a medical specialty.

Application of sandwich teaching method in teaching of medical psychology

Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups：control group（n=52） and experimental group（n=49）. Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade （30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively） were better than those of control group （28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively）, with significant differences between two groups（P〈0.05 for all）. But there was no significant difference between two groups in short-answer questions score （11.918± 2.431, 12.731±2.523, respectively）（P〉0.05）. More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality. Key words: Sandwich teaching; Medical psychology

Discussion on teaching reform of medical psychology in Chinese medicine institution

There are Many gaps of medical psychology on course plans, teaching methods and examination methods in Chinese medicine institutions. Therefore, the teaching of medical psychology must be reformed. By improving course plans, strengthening multiple teaching methods and examination methods used, quality of teaching on medical psychology can be enhanced, and many persons with ability of traditional Chinese medical science can be educated to be abreast of bio-psycho-social medical model. Key words: Chinese medicine institutions; Medical psychology; Teaching reform

Learning in groups: Teamshaping in the teaching of medical psychology.

Although it is of growing importance in modern medicine, the ability to work in teams usually plays no explicit role in medical education. We compared the method of Teamshaping with 'traditional' teaching. Ninety-six students in 6 groups pursued a course in medical psychology with traditional teaching methods, while 46 students in 4 groups participated in Teamshaping. To evaluate the team approach, we used the Group Climate Questionnaire, Short Version (GCQ-S). University of Vienna, Medical School. Third-year medical students. In terms of group climate both groups benefited from teaching, regardless of the method. Teamshaping, however, initially imposed a greater strain on the students than traditional teaching. This changed towards the end of the seminar. Teamshaping produced a stronger sense of commitment and a reduction of perceived conflicts. The model is recommended for teaching medical students because it not only extends traditional teaching towards small group learning but adds a competency in teamwork. It introduces students to a better working style and gives them an additional perspective for use in their future profession.

The Importance and Purpose of Medical Psychology in the Study of Medicine

Medical psychology is to be understood both as an interdisciplinary science, orientated to the bio-psychosocial concept of illness as well as a basic medical attitude that encompasses the whole of a doctor's activity. In the curriculum the students must be provided with a medico-psychological training that is specific to individual phases of study. This requires a didactic process that is centered on the student, both in the teaching of medical psychology as well as in medico-psychological hospital practice, which is to be achieved in close cooperation with other medical subjects. Medical psychology is mostly described as a newer scientific discipline. It does have a history, however, that has evolved over time. Although medical psychology has always been a building block in the thinking and actions of the medical profession, it is now explicitly anchored in the training (i.e. in the curriculum) of doctors.

Some Observations on the Teaching of Medical Psychology in Pediatrics

In discussing the actual teaching of medical psychology as a part of the pediatrics education, the teacher should define his aims and objectives as they pertain to the particular situation he operates in and as they may be intergrated into the over-all teaching program. As an associate in the Department of Pediatric Psychiatry, Children's Hospital, Washington, D. C., I conduct a teaching conference once a week for one hour on clinical problems related to pediatric psyshiatry. The group is made up of approximately 16 fourth-year medical students from the George Washington and Georgetown medical schools, the resident (pediatric) staff rotating through the department of psychiatry, social workers, and, occasionally, nurses. It is obvious that most of the medical students in the group will never practice pediatrices as a specific specialty. However, although the conference endeavors to integrate the past and present psychiatric training of undergraduates and residents, particularly to pediatrics,

Method and technique in the teaching of medical psychology. I. Teaching methods in psychiatry.

British Journal of Medical PsychologyVolume 27, Issue 1-2 p. 30-36 METHOD AND TECHNIQUE IN THE TEACHING OF MEDICAL PSYCHOLOGY* I. TEACHING METHODS IN PSYCHIATRY W. M. MILLAR, W. M. MILLAR Professor of Mental Health, University of Aberdeen.Search for more papers by this author W. M. MILLAR, W. M. MILLAR Professor of Mental Health, University of Aberdeen.Search for more papers by this author First published: March 1954 https://doi.org/10.1111/j.2044-8341.1954.tb00844.xCitations: 5 ‡ Contributions to a Symposium held at a meeting of the Medical Section of the British Psychological Society on 25 March 1953. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume27, Issue1-2March 1954Pages 30-36 RelatedInformation

Method and technique in the teaching of medical psychology. II. Training general practitioners in psychotherapy.

British Journal of Medical PsychologyVolume 27, Issue 1-2 p. 37-41 METHOD AND TECHNIQUE IN THE TEACHING OF MEDICAL PSYCHOLOGY II. TRAINING GENERAL PRACTITIONERS IN PSYCHOTHERAPY* MICHAEL BALINT Consultant Psychiatrist, MICHAEL BALINT Consultant Psychiatrist Adult Department, Tavistock Clinic, London.Search for more papers by this author MICHAEL BALINT Consultant Psychiatrist, MICHAEL BALINT Consultant Psychiatrist Adult Department, Tavistock Clinic, London.Search for more papers by this author First published: March 1954 https://doi.org/10.1111/j.2044-8341.1954.tb00845.xCitations: 17 † An extended version of this contribution was published in The British Medical Journal (Balint, 1954). AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume27, Issue1-2March 1954Pages 37-41 RelatedInformation

Method and technique in the teaching of medical psychology. III. Some general comments.

Method and technique in the teaching of medical psychology. III. Some general comments.

METHOD AND TECHNIQUE IN THE TEACHING OF MEDICAL PSYCHOLOGY

British Journal of Medical PsychologyVolume 27, Issue 1-2 p. 46-47 METHOD AND TECHNIQUE IN THE TEACHING OF MEDICAL PSYCHOLOGY IV. CONTRIBUTIONS TO THE DISCUSSION* First published: March 1954 https://doi.org/10.1111/j.2044-8341.1954.tb00847.x † These comments are based on contributions to the discussion which followed the papers. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume27, Issue1-2March 1954Pages 46-47 RelatedInformation

TEACHING OF MEDICAL PSYCHOLOGY

TEACHING OF MEDICAL PSYCHOLOGY

TEACHING OF MEDICAL PSYCHOLOGY

TEACHING OF MEDICAL PSYCHOLOGY